Academic Leadership for Course Coordinators Program 1

Academic Leadership for Course Coordinators Curriculum Map Syllabus: As a result of this program, participants will be able to determine what leadership capabilities are required for course coordination, what best practice is and the nature and level of commitment it requires; implement a personal development program and use life-long learning skills to enhance their leadership skills; review the course curriculum, and work confidently with course colleagues to ensure the outcomes, learning experiences and assessments are appropriate; lead a course review process for continuous quality improvement; develop and implement plans for improving teaching and learning within a course; use the Course Coordinator’s role as an opportunity to enhance career prospects.

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

1. Course Coordinator as Academic Leader

1. Understand the role of a CC as an academic leader.

1. Form the group (by using group discussion, summary of pre-participant survey, ice breaking exercises).

2. Introduce peer coaching and experiential journaling.

3. Set the scene and tone for the Program in terms of the participants’ expectations and the Program’s expectations of them.

1. Executive Summary of Learning Leaders in Times of Change (Scott et al., 2008).

2. Ladyshewsky, R. 2003. Peer coaching and professional development: a learning support strategy for students in the Graduate School of Business, Curtin University.

**** 1. Talk in groups to identify three issues that “grate” and three issues that are “great” about being a CC.

2. Group sharing of issues raised with regard to “great” and “grate,” and discussion.

3. PowerPoint presentation and discussion.

1. Discussion board question: What are your perceptions of academic leadership and what is the effect of the changing higher educational environment on academic leadership capabilities?

2. Understand the concept of academic leadership in the context of leadership theory.

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Academic Leadership for Course Coordinators Program 2

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

2. Academic Leadership for Excellent Curriculum

1. Analyse a curriculum map to ensure that graduate attributes are achieved through collective experience of units in a course.

1. In this module participants consider the elements required to ensure high quality course experiences and learning experiences.

1. Needs Analysis for Bachelor of Example.

2. Curriculum Map (showing assessment of Graduate Attributes).

3. Assessment Matrix (showing some units with poor distribution of timing of submission, lack of formative feedback, heavy weighting of assessment to end of semester)

4. Distribution of Scores Report.

5. Pass rates by location (to consider differences in outcomes by location and moderation process.

**** 1. In groups review a Needs Analysis to examine the range of data to evaluate course quality and identify the key areas needing improvement.

Focus on an SPSS text analysis visualisation and comments relating to the CEQ subdomain in Assessment Standards and Expectations.

Explore strategies for improving issues arising. Feedback to whole group.

2. Select one unit within a curriculum map to review the alignment of ULOs, learning experiences and assessment.

3. Using an Assessment matrix and Distribution of Scores report, identify key units in which further investigation of the quality of assessment and moderation should be explored.

4. PowerPoint presentation and discussion.

1. Individual participants are asked to work through the same activities (1-3 in face-to-face mode).

2. Discuss results and progress through the Academic Leaders Café with feedback from the emoderator.

2. Analyse the alignment of unit learning outcomes, engaging learning experiences and appropriate assessment.

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3. Evaluate the quality of teaching and learning within a course utilising a range of monitoring tools.

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Academic Leadership for Course Coordinators Program 3

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

3. Leading a Course Review

1. Interpret key performance indicators for annual course review.

1. Participants work through the activities to:

a) identify alignment within the curriculum

b) develop an understanding of key determinants of quality of assessment and effective moderation practices.

1. Annual Course Review Template.

2. Distribution of Scores Report.

3. Evaluation of Service Taught Units.

4. Course Summary Report-Bachelor of Opportunity.

5. Service Taught Course Data-School of AAA.

** 1. Participants are asked to complete the following in the seminar:

a. Review and interpret the Annual Course Review data for a course in groups.

b. Discuss the strengths and areas for improvement.

c. Prepare and Annual Course Review Report.

d. PowerPoint presentation and discussion.

1. Participants are asked to review their own course data, identify strengths and areas for improvement and finally prepare an Annual Course Review Report. As part of this process they might wish to consider developing an action plan for improving the teaching and learning within their course.

2. Results are then discussed through the Academic Leaders Café.

2. Work with a course team to identify course strengths and devise strategies to maintain them.

*****

3. Work with a course team to identify course areas for improvement and devise strategies to address them.

*****

Academic Leadership for Course Coordinators Program 4

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

4. Developing Academic Leadership Capability 1

1. Be able to explain the general principles of the Integrated Competing Values Framework (iCVF), a leadership measurement tool, to gauge personal leadership capabilities.

1. To prepare participants to complete the iCVF and to select and communicate with appropriate people to provide feedback on their performance.

2. Note: prior to Building the Course Team participants need to have completed the MBTI Form M. The forms should be distributed in this module if this module order is observed.

1. Vilkinas, T. B Leask and T. Rogers. “Developing the Leadership Capability of Academic Coordinators.” Paper presented at the Enhancing Higher Education, Theory and Scholarship. Proceedings of the 30th HERDSA annual conference, Adelaide, South Australia 2007.

2. Example Email for iCVF Respondents.

3. iCVF Diagram

4. Developing Academic Leadership Capability 1 iCVF Competencies for CCs.

5. MBTI Self-Scorable Form M (needs to be completed prior to the Building the Course Team).

6. Building the Course Team – MBTI Instructions.

*** 1. Participants are asked to register for the iCVF online 360˚ survey, which is carried out over the following two weeks (dependent on the Program delivery schedule). This is an online survey that the participants administer themselves by approaching appropriate respondents and entering their names and email addresses.

2. If participants are reluctant to take part in the iCVF due to their specific circumstances (eg., they are new to the role or have difficult politics in their area) they can opt for the less comprehensive self-assessment. This is made available through the online LMS (for example, Blackboard) and should be completed prior to the Developing Academic Leadership Capability 2.

1. Complete a self-assessment activity. This instrument is modelled on Quinn’s original CVF instrument (available in the online Practical Activities section).

However, the online participants can also use the iCVF online survey if the group taking part is large enough.

2. Online participants are also directed to answer the following questions on the Academic Leaders Café discussion board:

a) How do your own personal views of leadership align with what has been written about leadership, both general and academic leadership (refer to the resources provided in this module)?

b) How does the Integrated Competing Values Framework and the results of your 360˚ assessment support you in determining your leadership development needs?

c) What specific leadership development needs can you identify for yourself?

2. Understand the importance of 360˚ appraisal in leadership development (using the iCVF).

**

3. Explore the value of peer coaching as a component of an overall leadership development strategy.

**

Academic Leadership for Course Coordinators Program 5

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

4. 3. In small groups participants are given one of the six competencies from the iCVF (eg., monitor, broker, innovator etc.). They are then asked to write words and draw images that represent that aspect of the CC role (eg., an image of a conductor could suit the deliverer role).

4. PowerPoint presentation and discussion.

3. iLecture.

Academic Leadership for Course Coordinators Program 6

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

5. Building the Course Team

1. Recognise how their own personality type supports and limits their leadership style using the MBTI.

1. Provides a basis for understanding communication with and from team members.

2. Note: Remind group to follow up on respondents for the iCVF.

1. Resource Manual: Introduction to Type and Teams (MBTI).

2. Building the Course Team Scenarios.

**** 1. Participants are asked to move to either side of the room dependent on their MBTI results. For example, those who are Introverts to one side and Extroverts to the other side. Each side then gets to ask the other why they do things the way they do (for example, why Introverts tend not to speak up during meetings).

2. Working in small groups and using the three scenarios provided, participants are asked to develop approaches to different situations related to course quality using what they have learnt about personality types and team dynamics. Group discussion follows.

3. PowerPoint presentation and discussion.

1. In the Practical activity of this module participants are asked to complete an online MBTI test (non-accredited). The Self-scorable Form M (used in the face-to-face mode) could be distributed to online participants with the instructions for completion if desired (provided that the moderator is accredited to carry out the MBTI).

2. Using the three scenarios provided participants are asked to develop approaches to different situations related to course quality using what they have learnt about personality types and team dynamics.

3. Discussion to follow in the Academic Leaders Café .

2. Apply personality theory to manage individuals and teams.

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Academic Leadership for Course Coordinators Program 7

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

6. Developing Academic Leadership Capability 2

1. Review and understand personal leadership results using the iCVF.

1. Building on Developing Academic Leadership Capability 1 this module further investigates academic leadership theory, providing an understanding of the methodology behind the iCVF.

1. Example Development Plan

2. Leadership Learning Development Template.

****** 1. In the first half of the session (prior to the break) participants are put into small groups and asked to discuss their individual results and interpret their data.

2. In the second half, again in small groups, they are asked to work on their individual development plans (based on the earlier discussion and interpretation of data). Facilitators move around the room to address any questions that may arise and assist with interpretation and suggestions for development plans.

3. PowerPoint presentation and discussion.

1. Online participants are asked to complete a development plan. The discussion board for this module can be used by participants to discuss and interpret their results and explore their development plan (with assistance from the emoderator).

2. iLecture.

2. Conceptualise a leadership development plan in line with experiential learning principles.

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3. Further build peer coaching relationships.

***

Academic Leadership for Course Coordinators Program 8

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

7. Communicating with Emotional Intelligence

1. Develop strategies to monitor self-talk and its influence on personal performance.

1. Assists CCs to understand their “intrapersonal” communication and its effect on their working relationships.

1. Self-Talk Coaching Sheet.

2. How Good are you at Managing Your Emotions?

3. Self-Talk Exercise.

*** 1. Using the “Self-Talk Exercise Sheet” participants are asked to work through an issue or situation for which they have negative feelings and emotions. They are asked to discuss the process with the person next to them or their peer coach to help identify and modify their self-talk in relation to this issue.

2. Participants are asked to share an issue where they are experiencing a “withhold” with someone (see slide 20 of the PowerPoint for this module). Group discussion follows.

1. Online participants complete the same activities as in the face-to-face mode.

2. They are then asked to post their answers to the following questions on Academic Leaders Café:

a) Self-Talk exercise: How might you be able to alter the negative self-talk experience?

b) Self-Talk coaching: What outcomes did you achieve for yourself, for the situation?

c) Managing your emotions: What was your result? How are you similar? How are you different?

d) Barriers to effective listening: What barriers to effective listening have you identified?

e) Feedback skills: How effective are you in giving feedback?

3. iLecture.

2. Use a range of processes to reframe and manage interpersonal conflict.

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3. Recognise key communication competencies for leadership.

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Academic Leadership for Course Coordinators Program 9

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

8. Building Performance 1. Work effectively with staff and students in their sphere of influence.

1. This module enables CCs to have confidence to plan and carry out a performance conversation with either staff or students.

1. Building Performance Worksheets and Scenarios.

2. Percy, A., et al., 2008. The Red Resource: The Contribution of Sessional Teachers to Higher Education.

3. DVD: We Need to Talk: Counselling Employees on Performance.

***** 1. Participants are asked to review the case studies or scenarios in groups of three and use the Performance Conditions Observation Checklist to determine the cause of the performance. problem in scenarios two to four. Group discussion to follow.

2. Participants are asked to prepare a performance discussion plan in groups of three (select two scenarios). Group discussion to follow.

3. In groups of three participants are required to role play the provided scenarios (each person taking a turn at each role and one acting as an observor). Each person to provide feedback on their experiences within the group, then with the whole group.

4. PowerPoint presentation and discussion.

5. DVD screening (We Need to Talk: Counselling Employees on Performance).

1. Online participants are asked to review the case studies or scenarios (from the “Building Performance Worksheets and Scenarios” document) and use the Performance Checklist to determine the cause of the performance problem in scenarios 2-4. Group discussion to follow in the Academic Leaders Café.

2. Online participants are then asked to prepare a performance discussion plan to be shared in the Academic Leaders Café for discussion and feedback.

3. In groups of three participants are required to role play the provided scenarios using Skype (each person taking a turn at the role of the CC, the student/staff member and an observer who provides feedback using a form). Each person to give feedback on their experiences within the group. Share experiencs/issues with each other. Groups will be allocated by the emoderator.

2. Identify performance problems using a framework.

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3. Plan a performance coaching conversation.

**

4. Work with their line manager to deal with poor performance.

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Academic Leadership for Course Coordinators Program 10

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

9. Leading Change and Managing Resistance

1. Determine the reasons for resistance to change.

1. Participants will explore managing change and applying problem-solving tools to support the change process.

1. Scenarios and change management models sheets handout (from PowerPoint presentation).

*** 1. Break participants into small groups and allocate each group one of the three change management models (SWOT, Force Field or Ishikawa) and the relevant scenario. Ask each group to work on the issues raised in relation to the model and the scenario they have been given on the butcher’s paper. General discussion follows (with all participants) on the relevance, benefits and shortcomings of the model they used for the change issue they were addressing.

2. PowerPoint presentation and discussion.

1. Online participants are asked to work through a change issue facing them now using one of the change management models discussed in the module notes. After completing this, they are asked to discuss the benefits of their chosen model, its shortcomings, and relevance for the change issue with the group. Each CC can provide non-evaluative feedback to each other on the suitability of the model chosen, and make suggestions in relation to the approach taken. This discussion takes place in the online discussion board.

2. iLecture.

2. Apply a range of problem-solving models to support the change management process.

***

Academic Leadership for Course Coordinators Program 11

Module Module Title Module Learning Outcomes

Module Objectives Learning Materials LOT Level of Thinking

Seminar Learning Activities

On-line Activities

10. Developing Key

Relationships

1. Map the dynamics of their own role and relationship with their Head of School/Area.

1. This module provides CCs with tools to maximise their key relationships (networking, building influence, coaching, and managing upwards).

1. Understanding Your Supervisor.

2, Understanding Yourself.

3. The Level of Understanding Between You and Your Supervisor.

4. Communicating with Your Supervisor.

5. Gabarro, J. and J. Kotter. 2005. Managing Your Boss. Harvard Business Review 83 (1): 92-99.

**** 1. In discussion with the person next to them ask participants to work through the handout sheets “Understanding Your Supervisor,” “Understanding Yourself,” and “The Level of Understanding Between You and Your Supervisor.” Discussion follows as well as general question time.

2. PowerPoint presentation and discussion.

1. Online participants are required to work through the same sheets “Understanding Your Supervisor,” “Understanding Yourself,” and “The Level of Understanding Between You and Your Supervisor.” Discussion follows as well as general question time in the Academic Leaders Café.

2. Online participants are asked to join a discussion in the Academic Leaders Café to answer the questions:

a) What strategies have you used to manage your Head of School successfully and why have these strategies worked?

b) What experiences can you share about coaching or mentoring either as a receiver or provider of these development strategies? What supported and detracted from the process and relationship?

c) What insights can you comment on about your own peer coaching relationship that is part of this leadership program for CCs?

3. iLecture.

2. Develop strategies to build influence in key peer relationships.

*****

Academic Leadership for Course Coordinators Program 12

Appendix: Unit learning outcomes and levels of thinkingModule learning outcomes are what participants are expected to be able to do upon completion of the module.

Level of thinking Skills Demonstrated

1. Knowledge

*

Observation and recall of information; knowledge of dates, events, places; knowledge of major ideas; mastery of subject matter

Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, state, indicate

2. Comprehension

**

Understanding information; grasp meaning; translate knowledge into new context; interpret facts; compare; contrast; order; group; infer causes; predict consequences

Cues: summarise, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend, arrange, review, express, explain.

3. Application

***

Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge

Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover, sketch, employ, select, schedule, dramatise.

4. Analysis

****

Seeing patterns ; organisation of parts ;recognition of hidden meanings ; identification of components

Cues: analyse, separate, order, explain, connect, classify, arrange, divide, select, infer, differentiate, discriminate, calculate, categorise, question, criticise

5. Synthesis

*****

Use old ideas to create new ones; generalise from given facts; relate knowledge from several areas; predict; draw conclusions

Cues: synthesise, combine, integrate, modify, rearrange, substitute, plan, create, design, construct, invent, compose, formulate, prepare, arrange, formulate, manage, organise, compose, propose, conduct

6. Evaluation

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Compare and discriminate between ideas; assess value of theories, presentations; make choices based on reasoned argument; verify value of evidence recognise subjectivity

Cues: evaluate, assess, decide, rank, grade, test, measure, recommend, convince, select, judge, support, refute, conclude, compare, appraise, argue, predict, estimate