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7/21/2019 Leadership Module Final
1/66
Leadership Module 1
De Leon A., Knight K., Ramirez H. 2015
Overview of the Leadership Module
Leadership Module
General OverviewThe leadership module supports students development and understanding of leadership.
Through the various reflective activities students will explore their personal definition of
leadership and draw connections to their social context(s) (i.e. race, gender, religion, etc.)*.
Identify ways of connecting their leadership to interactions with individuals at the service
learning site. Students will also focus on applying their understanding of leadership to the real
world and their vocational trajectory.
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Pre-Service Reflection
Overview
Pre-Service reflection creates a safe space for you to prepare for your service learning experience
while simultaneously developing your personal definition of leadership and making important
connections to course content. An overview of social context(s) (i.e. race, gender, religion,
etc.)* is introduced to allow you to begin thinking more about yourself and your leadership style
related to those you will interact with in this course and at the service learning site.
A focused consideration on how your personal definition of leadership differs from others helpsyou to develop empathy and an understanding of the variety of different successful leadership
styles out there. Defining leadership in many different ways will allow you to work effectively
with classmates, those in the service learning process, and beyond.
Learning Outcomes
During the Pre-Service reflection exercises, students will:
Begin to define service learning and leadership based on internal ideas and external
factors.
Recognize ways in which social context(s) (i.e. race, gender, religion, etc.)* and
leadership are connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions
to prepare for the service learning experience
Identify course concepts, materials, and/or outcomes as it pertains to leadership in order
to prepare for the service learning experience
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Leadership Module 2
De Leon A., Knight K., Ramirez H. 2015
Describe the relevance of leadership in their service learning experience as it relates to
the course
Create connections between leadership, course content, and service learning in relation to
goals for the on-site experience
Use appropriate conventions to effectively communicate meaning
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Activities
Discussion: Leadership Definition
Blog Post: service learning Definition
Essay: What is the DEAL?
Multimedia: Making Connections
Mid-Service Reflection
Overview
Mid-Service reflection provides an opportunity for you to make connections with your lived
experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,
religion, etc.)* influence your actions and thought process, help you understand not only yourself
but also how others may perceive you.
A focused consideration of how you navigate your leadership and how others around you may
interpret those decisions or actions, help to broaden your understanding and appreciation for
leadership. Leadership development is a continual process, and continued reflection allows you
to grow as a leader.
Learning Outcomes
During the Mid-Service reflection exercises, students will:
Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates to
leadership
Demonstrate an understanding of the implications their social context(s) (i.e. race,
gender, religion, etc.)* has on others in leadership
Identify personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*has an impact on their leadership actions at the service learning site
Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*
has an impact on their leadership actions at the service learning site
Describe the relevance of leadership in their service learning experience as it relates to
the course
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Leadership Module 3
De Leon A., Knight K., Ramirez H. 2015
Create connections between leadership and the service learning experience in relation to
their goals for the semester
Use appropriate conventions to effectively communicate meaning
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizespeople.
Activities
Discussion: Role Models
Essay: Making Connections
Blog: You and Leadership
Multimedia: Promoting Service Learning and Leadership
Post-Service Reflection
Overview
Post-service reflection provides an opportunity for you to pull together your service learning
0progression in a meaningful way. A focused consideration of the path youve traveled and your
evolution during your service learning experience can lead you to interesting insights and can
deepen your understanding and appreciation of the learning and development you acquired
during your service learning experience.
In addition to providing closure to your service learning experience, post-service reflection can
also help you consider the ways in which your service learning experience might guide your
choices, behavior and learning going forward. Service learning can serve as a source of
inspiration and guidance in your personal and professional endeavors. Post-service reflectioncan help focus your attention on potential sources for this inspiration in your service learning
experiences.
Learning Outcomes
During the Post-Service reflection exercises, students will:
Explore internal and external factors related to leadership development
Recognize ways in which social context(s) (i.e. race, gender, religion, etc.)* and
leadership are connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions
in real world situations Identify course concepts, ideas, and/or outcomes related to their service learning
experience as it pertains to leadership
Describe the relevance of leadership in their service learning experience
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Leadership Module 4
De Leon A., Knight K., Ramirez H. 2015
Create connections between leadership that is influenced by social context(s) (i.e. race,
gender, religion, etc.)* and the service learning experience in relation to their personal
and professional goals
Use appropriate conventions to effectively communicate meaning
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Activities
Discussion: Defining Leadership
Essay: Social Context & Values with Leadership
Blog: Making Meaning with Music
Multimedia: Powtoon Reflection Video
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Leadership Module 5
De Leon A., Knight K., Ramirez H. 2015
Pre-Service ReflectionOverview
Pre-Service reflection creates a safe space for you to prepare for your service learning experience
while simultaneously developing your personal definition of leadership and making important
connections to course content. An overview of social context (i.e. race, gender, religion, etc.) isintroduced to allow you to begin thinking more about yourself and your leadership style related
to those you will interact with in this course and at the service learning site.
A focused consideration on how your personal definition of leadership differs from others helps
you to develop empathy and an understanding of the variety of different successful leadership
styles out there. Defining leadership in many different ways will allow you to work effectively
with classmates, those in the service learning process, and beyond.
Learning Outcomes
During the Pre-Service reflection exercises, students will: Begin to define service learning and leadership based on internal ideas and external
factors
Recognize ways in which social context(s) (i.e. race, gender, religion, etc.)* and
leadership are connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions
to prepare for the service learning experience
Identify course concepts, materials, and/or outcomes as it pertains to leadership in order
to prepare for the service learning experience
Describe the relevance of leadership in their service learning experience as it relates to
the course
Create connections between leadership, course content, and service learning in relation to
goals for the on-site experience
Utilize appropriate conventions to effectively communicate meaning
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Activities
Discussion: Leadership Definition Blog: service learning Definition
Essay: What is the DEAL?
Multimedia: Making Connections
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Leadership Module 6
De Leon A., Knight K., Ramirez H. 2015
Pre-Service ReflectionDiscussion: Personal Leadership Definition
There are many leadership programs available today, from
1-day workshops to corporate training programs. Chancesare, these won't really help. In this clear, candid talk,
Roselinde Torres describes 25 years observing truly great
leaders at work, and shares the three simple but crucial
questions would-be company chiefs need to ask to thrive in
the future.
Assignment
After watching this video, you will reflect on what you believe it means to be a leader. Each
student will post what it means to them to be a leader based on their reaction to the TEDTalk by
Wednesday. Things to think about for your post:
Do you agree/disagree with Roselinde?
What about the video resonated with you?
How might this relate to the service learning you are participating in for class?
After everyone has posted, each student is required to comment on at least twoposts by peers by
Saturday. Finally, based on the collective discussion, students will identify onegeneral theme of
leadership to send to the professor in order create a collective class view on leadership.
Suggested Resources
https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21
Guideline
See Pre-service Reflection Rubric: Discussion Assignment
https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21https://www.youtube.com/watch?v=aUYSDEYdmzw#t=217/21/2019 Leadership Module Final
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Leadership Module 7
De Leon A., Knight K., Ramirez H. 2015
Pre-Service Reflection Rubric
Discussion Assignment
Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes
Your Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY
GOODSATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will beginto define service-learning andleadership basedon internal ideasand externalfactors.
Students fully engage in
online discussion by
describing in detail
several internal and
external social factors
related to individual
leadership pertaining to
themselves and others in
the class.
Students engage in online
discussion by describing
some internal and external
social factors related to
individual leadership
pertaining to themselves
and others in the class.
Students participate in online
discussion by describing few
internal and external social
factors related to individual
leadership.
Students participate in online
discussion but do not
describe any internal and
external social factors related
to individual leadership.
So What:
Students willrecognize ways in
which their socialcontext(s) (i.e.race, gender,religion, etc.)*andleadership areconnected.
Students analyze several
of the possible ways in
which social contexts and
values affect and connect
to individual leadership.
Students analyze some of
thepossible ways in which
social contexts and values
affect and connect to
individual leadership.
Students provide a limited
analysis of possible ways in
which social contexts and
values affect and connect to
individual leadership.
Students provide no analysis
of thepossible ways in which
social contexts and values
affect and connect to
individual leadership.
Now What:
Students willidentify how social
Students include several
examples of how
increasing awareness of
Students include some
examples of how increasing
awareness of the possible
Students include limited
examples of how increasing
awareness of the possible
Students include no specific
examples of how increasing
awareness of the possible
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Leadership Module 8
De Leon A., Knight K., Ramirez H. 2015
context(s) (i.e.race, gender,religion, etc.)*impact leadershipactions to preparefor the service-learningexperience.
the possible ways in
which social contexts and
values affect individual
leadership and impact
service-learning
experiences.
ways in which social
contexts and values affect
individual leadership and
impact service-learning
experiences.
ways in which social contexts
and values affect individual
leadership and impact service-
learning experiences.
ways in which social contexts
and values affect individual
leadership and impact real
world situations.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and other
characteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course ContentThe Outcomes
Your Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY
GOODSATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students willidentify courseconcepts,materials, and/oroutcomes as itpertains toleadership in orderto prepare for theservice-learningexperience.
Students identify several
connections between
course concepts, theories
and outcomes and your
service-learning
experience as it pertainsto individual leadership.
Students identify some
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individualleadership.
Students identify limited
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individualleadership.
Students do not identify
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individualleadership.
So What:
Students willdescribe therelevance of
Students include several
examples of the ways in
which leadership is
relevant in their service-
Students include some
examples of the ways in
which leadership is relevant
in their service-learning
Students include limited
examples of the ways in which
leadership is relevant in their
Students include no examples
of the ways in which
leadership is relevant in their
service-learning experience
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Leadership Module 9
De Leon A., Knight K., Ramirez H. 2015
leadership in theirservice-learningexperience as itrelates to thecourse.
learning experience as it
relates to course content.
experience as it relates to
course content.
service-learning experience as
it relates to course content.
as it relates to course
content.
Now What:
Students will createconnections
betweenleadership, coursecontent, andservice-learning inrelation to goals forthe on-siteexperience.
Students include a
detailed description of
connections between
leadership, coursecontent, and service-
learning in relation to
goals for the on-site
experience.
Students include some
description of connections
between leadership, course
content, and service-learning in relation to goals
for the on-site experience.
Students include a limited
description of connections
between leadership, course
content, and service-learningin relation to goals for the on-
site experience.
Students include no
description of connections
between leadership, course
content, and service-learningin relation to goals for the on-
site experience..
Domain Being Assessed = CommunicationThe Outcome Your
Work is to
Demonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERY
GOODSATISFACTORY NEEDS WORK UNSATISFACTORY
Students will useappropriateconventions toeffectivelycommunicatemeaning.
The writing style you use
is well suited to the
assignment and the
audience, and conveys
meaning well without the
distraction of grammar,
syntax and spelling
errors.
The writing style you use is
suited to the assignment
and the audience, and
conveys meaning with few
distractions from grammar,
syntax and spelling errors.
The writing style you use is
somewhat suited to the
assignment and the audience,
and conveys meaning
somewhat well with some
distraction from grammar,
syntax and spelling errors.
The writing style you use is
not suited to the assignment
and the audience, and
conveys limited meaning
and/or evidences notable
distraction from grammar,
syntax and spelling errors.
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Leadership Module 10
De Leon A., Knight K., Ramirez H. 2015
Pre-Service ReflectionBlog: Definition of Service Learning
The Council for Advancement of Standards in Higher Education (CAS) defines service learning
as a form of experiential education in which students engage in activities that address human
and community needs together with structured opportunities intentionally designed to promotestudent learning and development. This blog post is designed to get you to start thinking about
service learning in general and the questions, comments, or concerns you have regarding this
out-of-classroom experience.
Assignment
Select OR create an image that represents what service learning means to you. This image could
be a picture from a previous service learning experience, or choose an image that represents what
you expect to get out of this experience. After you have selected and posted your photo, answer
the following questions in the post:
Please describe the picture you chose
How does this picture represent service learning?
Reflecting on your picture and definition of service learning, how do you think leadership
plays a role in a service learning experience?
How do you plan to exhibit leadership throughout your service learning experience?
How have the course concepts thus far prepared you for your service learning
experience?
Suggested Resources
CAS Standards -http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64
Resources for Pictures
http://www.wordle.net
http://www.picmonkey.com/collage
Guidelines
See Pre-service Reflection Rubric: Blog Post Assignment
http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://www.wordle.net/http://www.wordle.net/http://www.picmonkey.com/collagehttp://www.picmonkey.com/collagehttp://www.picmonkey.com/collagehttp://www.wordle.net/http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B647/21/2019 Leadership Module Final
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Leadership Module 11
De Leon A., Knight K., Ramirez H. 2015
Pre-Service Reflection Rubric
Blog Post
Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes Your
Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will begin todefine service-learning andleadership based oninternal ideas andexternal factors.
Students fully participate in an
online blog post by describing
in detail several internal ideas
and external factors that help
define individual leadership
and service-learning.
Students participate in an
online blog post by
describing some internal
ideas and external factors
that help define individual
leadership and service-
learning.
Students participate in
an online blog post by
describing few internal
ideas and external
factors that help define
individual leadership
and service-learning.
Students participate in
online blog post but do
not describe any internal
ideas and external
factors that help define
individual leadership
and service-learning.
So What:
Students willrecognize ways inwhich socialcontext(s) (i.e. race,
gender, religion, etc.)*and leadership areconnected.
Students analyze several of
the possible ways in which
social contexts and values
affect and connect to
individual leadership.
Students analyze some of
thepossible ways in which
social contexts and values
affect and connect to
individual leadership.
Students provide a
limited analysis of
possible ways in which
social contexts and
values affect and
connect to individualleadership.
Students provide no
analysis of thepossible
ways in which social
contexts and values
affect and connect to
individual leadership.
Now What:
Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impact
Students include several
examples of how increasing
awareness of the possible
ways in which social contexts
and values affect individual
Students include some
examples of how increasing
awareness of the possible
ways in which social
contexts and values affect
Students include
limited examples of
how increasing
awareness of the
possible ways in which
Students include no
specificexamples of how
increasing awareness of
the possible ways in
which social contexts
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Leadership Module 12
De Leon A., Knight K., Ramirez H. 2015
leadership actions toprepare for theservice-learningexperience.
leadership and impact service-
learning experiences.
individual leadership and
impact service-learning
experiences.
social contexts and
values affect individual
leadership and impact
service-learning
experiences.
and values affect
individual leadership
and impact real world
situations.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and othercharacteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course ContentThe Outcomes Your
Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will identifycourse concepts,materials, and/oroutcomes as itpertains to leadershipin order to prepare forthe service-learning
experience.
Students identify several
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individual
leadership.
Students identify some
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individual
leadership.
Students identify
limited connections
between course
concepts, theories and
outcomes and your
service-learning
experience as it
pertains to individual
leadership.
Students do not identify
connections between
course concepts,
theories and outcomes
and your service-
learning experience as it
pertains to individual
leadership.
So What:
Students will describethe relevance ofleadership in theirservice-learningexperience as itrelates to the course.
Students include several
examples of the ways in which
leadership is relevant in their
service-learning experience as
it relates to course content.
Students include some
examples of the ways in
which leadership is relevant
in their service-learning
experience as it relates to
course content.
Students include
limited examples of the
ways in which
leadership is relevant
in their service-learning
experience as it relates
to course content.
Students include no
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course
content.
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Leadership Module 13
De Leon A., Knight K., Ramirez H. 2015
Now What:
Students will createconnections betweenleadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.
Students include a detailed
description of connections
between leadership, course
content, and service-learning
in relation to goals for the on-
site experience.
Students include some
description of connections
between leadership, course
content, and service-
learning in relation to goals
for the on-site experience.
Students include a
limited description of
connections between
leadership, course
content, and service-
learning in relation to
goals for the on-site
experience.
Students include no
description of
connections between
leadership, course
content, and service-
learning in relation to
goals for the on-site
experience..
Domain Being Assessed = CommunicationThe Outcome Your
Work is to
Demonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will useappropriateconventions toeffectivelycommunicatemeaning.
The writing style you use is
well suited to the assignment
and the audience, and
conveys meaning well without
the distraction of grammar,
syntax and spelling errors.
The writing style you use is
suited to the assignment
and the audience, and
conveys meaning with few
distractions from grammar,
syntax and spelling errors.
The writing style you
use is somewhat suited
to the assignment and
the audience, and
conveys meaning
somewhat well with
some distraction from
grammar, syntax and
spelling errors.
The writing style you use
is not suited to the
assignment and the
audience, and conveys
limited meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
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Leadership Module 14
De Leon A., Knight K., Ramirez H. 2015
Pre-Service ReflectionEssay: What is the DEAL?
This essay prompt will allow for you to set goals and expectations for your service learning
project using Patti Claytons DEAL model of critical reflection. In this essay, you will Describe,Examine, and Articulate the Learning you would like to get out of this experience.
Assignment
Part 1 - As you prepare for your service learning experience, what are some assumptions you
have about service learning? Do you have any prior experience with service learning? If so,
describehow those experiences went - what did you gain from that experience? If you have not
participate in service learning before articulatewhat your expectations are - what do you want to
get out of this experience? What questions and/or concerns do you have before beginning this
service learning partnership? What excites you about this experience?
Part 2 - The second part of the essay will prompt you to examine the meaning behind service
learning and leadership. How would you define service learning? Does your definition of
service learning change as it relates to this specific project for class? How has the content you
have learned in the classroom so far prepared you for your service learning experience? In what
ways do you see yourself as a leader? How leadership and your role as a leader both inside and
outside of this course matter to your upcoming service learning experience? What are some
social contexts* meaningful to you? How do those social contexts* play part in your role as a
leader? How do you think some of those social contexts* could impact your service learning
experience?
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Guidelines
See Pre-service Reflection Rubric: Essay Assignment
Tools
You may use any word processing program for this assignment that creates a file that is
accessible by the instructor. The Microsoft Word format is likely the most universal.
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Leadership Module 15
De Leon A., Knight K., Ramirez H. 2015
Pre-Service Reflection Rubric
Essay Assignment
Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes Your
Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will begin todefine service-learningand leadership basedon internal ideas andexternal factors.
Students fully engage in
online discussion by
describing in detail several
internal ideas and external
factors that help define
individual leadership and
service-learning.
Students engage in online
discussion by describing
some internal ideas and
external factors that help
define individual
leadership and service-
learning.
Students participate in
online discussion by
describing few internal
ideas and external factors
that help define individual
leadership and service-
learning.
Students participate in
online discussion but do
not describe any internal
ideas and external factors
that help define individual
leadership and service-
learning.
So What:
Students will recognizeways in which socialcontext(s) (i.e. race,gender, religion, etc.)*
and leadership areconnected.
Students analyze several of
the possible ways in which
social contexts and values
affect and connect to
individual leadership.
Students analyze some of
thepossible ways in which
social contexts and values
affect and connect to
individual leadership.
Students provide a limited
analysis of possible ways
in which social contexts
and values affect and
connect to individual
leadership.
Students provide no
analysis of thepossible
ways in which social
contexts and values affect
and connect to individual
leadership.
Now What:
Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impactleadership actions to
Students include several
examples of how increasing
awareness of the possible
ways in which social
contexts and values affect
individual leadership and
Students include some
examples of how
increasing awareness of
the possible ways in which
social contexts and values
affect individual
Students include limited
examples of how
increasing awareness of
the possible ways in which
social contexts and values
affect individual
Students include no
specificexamples of how
increasing awareness of
the possible ways in which
social contexts and values
affect individual
7/21/2019 Leadership Module Final
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Leadership Module 16
De Leon A., Knight K., Ramirez H. 2015
prepare for the service-learning experience.
impact service-learning
experiences.
leadership and impact
service-learning
experiences.
leadership and impact
service-learning
experiences.
leadership and impact real
world situations.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and othercharacteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course Content
The Outcomes YourWork is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will identifycourse concepts,materials, and/oroutcomes as it pertainsto leadership in orderto prepare for theservice-learningexperience.
Students identify several
connections between
course concepts, theories
and outcomes and your
service-learning experience
as it pertains to individual
leadership.
Students identify some
connections between
course concepts, theories
and outcomes and your
service-learning
experience as it pertains
to individual leadership.
Students identify limited
connections between
course concepts, theories
and outcomes and your
service-learning
experience as it pertains
to individual leadership.
Students do not identify
connections between
course concepts, theories
and outcomes and your
service-learning
experience as it pertains
to individual leadership.
So What:
Students will describethe relevance ofleadership in theirservice-learningexperience as it relatesto the course.
Students include several
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course content.
Students include some
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course content.
Students include limited
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course content.
Students include no
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course content.
Now What:
Students will createconnections between
Students include a detailed
description of connections
between leadership, course
Students include some
description of connections
between leadership,
Students include a limited
description of connections
between leadership,
Students include no
description of connections
between leadership,
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leadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.
content, and service-
learning in relation to goals
for the on-site experience.
course content, and
service-learning in relation
to goals for the on-site
experience.
course content, and
service-learning in relation
to goals for the on-site
experience.
course content, and
service-learning in relation
to goals for the on-site
experience..
Domain Being Assessed = CommunicationThe Outcome Your
Work is toDemonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will useappropriateconventions toeffectivelycommunicate meaning.
The writing style you use is
well suited to the
assignment and the
audience, and conveys
meaning well without the
distraction of grammar,
syntax and spelling errors.
The writing style you use
is suited to the
assignment and the
audience, and conveys
meaning with few
distractions from
grammar, syntax and
spelling errors.
The writing style you use
is somewhat suited to the
assignment and the
audience, and conveys
meaning somewhat well
with some distraction
from grammar, syntax and
spelling errors.
The writing style you use is
not suited to the
assignment and the
audience, and conveys
limited meaning and/or
evidences notable
distraction from grammar,
syntax and spelling errors.
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Pre-Service ReflectionMultimedia Project: Making Connections
Assignment
This multimedia project allows you to use social media platforms to aid in your reflection andpreparation for you service learning experience and leadership development. You will create one
Tweet and one additional post that would work on the social media platform of your choice
creatively answering the following question: How do you see leadershi p and your personal
leadership style connecting with your upcoming service learni ng exper ience?
NOTE: You are not required to post these on the various social media platforms if you do not
want to. However, you are required to submit what you create to blackboard along with an
explanation of why you chose the platforms and posts you completed. This explanation can be
in any format (written, video, presentation, etc.) as long as it adequately explains your answers.
Tweet Requirements
Everyone must submit a tweet answering the above questions. Tweets are limited to 140
characters and must include one hashtag. See tools below for an example.
Other Social Media Platforms to consider
Facebook, Tumblr, Instagram, LinkedIn, Vine, Flickr, Pinterest
Tools
How to Hashtag:https://support.twitter.com/articles/49309-using-hashtags-on-twitter
Instagram:www.instagram.com
Vine:www.vine.co
Pinterest:www.pinterest.com
Twitter:www.twitter.com
Tumblr:www.tumblr.com
LinkedIn:www.linkedin.com
Flickr:www.flickr.com
Guidelines
See Pre-service Reflection Rubric: Multimedia Assignment
https://support.twitter.com/articles/49309-using-hashtags-on-twitterhttps://support.twitter.com/articles/49309-using-hashtags-on-twitterhttps://support.twitter.com/articles/49309-using-hashtags-on-twitterhttp://www.instagram.com/http://www.instagram.com/http://www.instagram.com/http://www.vine.co/http://www.vine.co/http://www.vine.co/http://www.pinterest.com/http://www.pinterest.com/http://www.pinterest.com/http://www.twitter.com/http://www.twitter.com/http://www.twitter.com/http://www.tumblr.com/http://www.tumblr.com/http://www.tumblr.com/http://www.linkedin.com/http://www.linkedin.com/http://www.linkedin.com/http://www.flickr.com/http://www.flickr.com/http://www.flickr.com/http://www.flickr.com/http://www.linkedin.com/http://www.tumblr.com/http://www.twitter.com/http://www.pinterest.com/http://www.vine.co/http://www.instagram.com/https://support.twitter.com/articles/49309-using-hashtags-on-twitter7/21/2019 Leadership Module Final
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Pre-Service Reflection Rubric
Multimedia Assignment
Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes Your
Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will begin todefine service-learningand leadership basedon internal ideas andexternal factors.
Students fully engage in online
discussion by describing in
detail several internal ideas
and external factors that help
define individual leadership
and service-learning.
Students engage in online
discussion by describing
some internal ideas and
external factors that help
define individual
leadership and service-
learning.
Students participate in
online discussion by
describing few internal
ideas and external
factors that help define
individual leadership
and service-learning.
Students participate in
online discussion but do
not describe any
internal ideas and
external factors that
help define individual
leadership and service-
learning.
So What:
Students will recognizeways in which socialcontext(s) (i.e. race,gender, religion, etc.)*
and leadership areconnected.
Students analyze several of
the possible ways in which
social contexts and values
affect and connect to
individual leadership.
Students analyze some of
thepossible ways in which
social contexts and values
affect and connect to
individual leadership.
Students provide a
limited analysis of
possible ways in which
social contexts and
values affect and
connect to individual
leadership.
Students provide no
analysis of thepossible
ways in which social
contexts and values
affect and connect to
individual leadership.
Now What:
Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impact
Students include several
examples of how increasing
awareness of the possible
ways in which social contexts
and values affect individual
Students include some
examples of how
increasing awareness of
the possible ways in which
social contexts and values
Students include limited
examples of how
increasing awareness of
the possible ways in
which social contexts
Students include no
specificexamples of
how increasing
awareness of the
possible ways in which
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leadership actions toprepare for the service-learning experience.
leadership and impact service-
learning experiences.
affect individual
leadership and impact
service-learning
experiences.
and values affect
individual leadership
and impact service-
learning experiences.
social contexts and
values affect individual
leadership and impact
real world situations.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and othercharacteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course ContentThe Outcomes Your
Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will identifycourse concepts,materials, and/oroutcomes as it pertainsto leadership in orderto prepare for theservice-learningexperience.
Students identify several
connections between course
concepts, theories and
outcomes and your service-
learning experience as it
pertains to individual
leadership.
Students identify some
connections between
course concepts, theories
and outcomes and your
service-learning
experience as it pertains
to individual leadership.
Students identify limited
connections between
course concepts,
theories and outcomes
and your service-
learning experience as it
pertains to individual
leadership.
Students do not identify
connections between
course concepts,
theories and outcomes
and your service-
learning experience as it
pertains to individual
leadership.
So What:
Students will describethe relevance ofleadership in theirservice-learningexperience as it relatesto the course.
Students include several
examples of the ways in which
leadership is relevant in their
service-learning experience as
it relates to course content.
Students include some
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course content.
Students include limited
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course
content.
Students include no
examples of the ways in
which leadership is
relevant in their service-
learning experience as it
relates to course
content.
Now What: Students include a detailed
description of connections
Students include some
description of connections
Students include a
limited description of
Students include no
description of
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Students will createconnections betweenleadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.
between leadership, course
content, and service-learning
in relation to goals for the on-
site experience.
between leadership,
course content, and
service-learning in relation
to goals for the on-site
experience.
connections between
leadership, course
content, and service-
learning in relation to
goals for the on-site
experience.
connections between
leadership, course
content, and service-
learning in relation to
goals for the on-site
experience..
Domain Being Assessed = CommunicationThe Outcome Your
Work is to
Demonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will useappropriateconventions toeffectivelycommunicate meaning.
The writing style you use is
well suited to the assignment
and the audience, and
conveys meaning well without
the distraction of grammar,
syntax and spelling errors.
The writing style you use
is suited to the
assignment and the
audience, and conveys
meaning with few
distractions from
grammar, syntax and
spelling errors.
The writing style you use
is somewhat suited to
the assignment and the
audience, and conveys
meaning somewhat well
with some distraction
from grammar, syntax
and spelling errors.
The writing style you
use is not suited to the
assignment and the
audience, and conveys
limited meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
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Mid-Service ReflectionOverview
Mid-Service reflection provides an opportunity for you to make connections with your lived
experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,
religion, etc.)* influence your actions and thought process, help you understand not only yourselfbut also how others may perceive you.
A focused consideration of how you navigate your leadership and how others around you may
interpret those decisions or actions, help to broaden your understanding and appreciation for
leadership. Leadership development is a continual process, and continued reflection allows you
to grow as a leader.
Learning Outcomes
During this reflection exercise, students will:
Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates toleadership
Demonstrate an understanding of the implications their social context(s) (i.e. race,
gender, religion, etc.)* has on others in leadership
Identify personal ways in which their social context(s)t (i.e. race, gender, religion, etc.)*
has an impact on their leadership actions at the service learning site
Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*
has an impact on their leadership actions at the service learning site
Describe the relevance of leadership in their service learning experience as it relates to
the course
Create connections between leadership and the service learning experience in relation to
their goals for the semester
Use appropriate conventions to effectively communicate meaning
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Activities
Discussion: Role Models
Essay: Making Connections Blog: You and Leadership
Multimedia: Promoting Service Learning and Leadership
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Mid-Service ReflectionDiscussion: Role Models
Leadership can be found in every setting and environment. With this in mind, consider who has
risen as a leader in your eyes during your tenure at your service site. Who takes initiative andsupports their peers in accomplishing the tasks at your service site? Consider how different
leaders may lead through coaching while others craft visions for the organization. Leadership
manifests and exhibited in a multitude of ways.
Assignment
After reflecting on who you believe are leaders at your service learning site, choose one
individual you would like to interview. Set up a time with that individual for a 2030 minute
interview to discuss how they lead. While interviewing, consider asking the following questions
for your post:
What does leadership mean to you?
How do you lead in this environment?
Where did you develop your leadership style?
Where do you draw strength or motivation from as a leader?
How have your social context(s) (i.e. race, gender, religion, etc.)* influence how you
lead?
Do you have any recommendations or suggestions on how I could become a better
leader?
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Also consider any follow-up questions you might be interested in learning from this individual.
Take this opportunity to not only learn about their leadership journey, but how they have been
successful in their field thus far.
After everyone has posted, each student will be required to comment on at least two posts by
peers by Saturday. Through these exchanges, see how other students have navigated discussions
with the leaders at their sites. Unearth commonalities and differences between student posts, so
that you can learn from each other.
Guidelines
Review Mid-Service Reflection Rubric: Discussion for assignment expectations
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Mid-Service Reflection RubricDiscussion Assignment
Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes
Your Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will explore
their personal social
context(s) (i.e. race,
gender, religion,
etc.)*as it relates to
leadership.
Students will havedescribed their personalsocial context(s) in acomplex way thatmakes connections totheir leadership.
Students will havedescribed their personalsocial context(s) inseveral ways thatmakes connections totheir leadership.
Students will havedescribed their personalsocial context(s) in alimited way that makesconnections to theirleadership.
Students will havedescribed their personalsocial context(s) in away that includes few, ifany, connections to theirleadership.
So What:
Students will
demonstrate an
understanding of theimplications their
social context(s) (i.e.
race, gender,religion, etc.)*has on
others in leadership.
Students will havecritically analyzedseveral of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, anddecisions in rich andcomplex ways.
Students have includedseveral references to
Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affect othersperceptions,interactions, andchoices.
Students have includedsome references toideas about theorigins/sources of social
Students will haveprovided a limitedanalysis of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, andchoices.
Students have includedlimited references toideas about the
Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.
Students have includedno reference to ideasabout the
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ideas about theorigins/sources of socialidentity as it relates totheir leadership.
identity as it relates totheir leadership.
origins/sources of socialidentity as it relates totheir leadership.
origins/sources of socialidentity as it relates totheir leadership.
Now What:
Students will connect
personal ways in
which their social
context(s)(i.e. race,
gender, religion,etc.)*has an impact
on their leadership
actions atthe
service-learningsite.
Students will haveincluded severalexamples of how anincreasing awareness ofthe possible ways in
which their personalsocial context(s) andvalues affect othersperceptions,interactions, andchoices can guide futuredecision making.
Students have includedseveral references toreal world situationsinvolving leadership.
Students will haveincluded someexamples of how anincreasing awareness ofthe possible ways in
which their personalsocial context(s) andvalues affect othersperceptions, interactionsand choices can guidefuture decision making.
Students have includedsome references to realworld situationsinvolving leadership.
Students will haveincluded limitedexamples of how anincreasing awareness ofthe possible ways in
which their personalsocial context(s) andvalues affect othersperceptions, interactionsand choices can guidefuture decision making.
Students have included
limited references to
real world situations
involving leadership.
Students will haveincluded no examples ofhow an increasingawareness of thepossible ways in which
their personal socialcontext and valuesaffect othersperceptions, interactionsand choices can guidefuture decision makingor your examples areinappropriate.
Students have includedno references to realworld situationsinvolving leadership.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age,physical/mental ability, and other characteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course ContentThe Outcomes
Your Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
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What:
Students will identify
course concepts,
materials, and/or
outcomes related to
their service-learning
experience as it
pertains to
leadership.
Students have identifiedseveral connectionsbetween courseconcepts, theoriesand/or outcomes andyour service-learningexperience as it pertainsto leadership.
Students have identifiedsome connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as it pertainsto leadership.
Students have identifiedlimited connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as it pertainsto leadership.
Students have notidentified connectionsbetween courseconcepts, theories,outcomes and theirservice-learningexperience as it pertainsto leadership or theconnections they made
are inappropriate.
So What:
Students will describe
the relevance of
leadership in their
service-learning
experience as it
relates to the course.
Students have includedseveral examples of theways in whichleadership may berelevant to or hasinformed their learning.
Students have includedsome examples of theways in whichleadership may berelevant to or hasinformed their learning.
Students have Includedlimited examples of theways in whichleadership may berelevant to or informedtheir learning.
Students have includedno examples of theways in which servicelearning may be relevantto or informed theirlearning or the examplesthey have provided areinappropriate.
Now What:
Students will create
connections between
leadership and the
service-learning
experience in relation
to their goals for the
semester.
Students have includeda detailed description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Students have includedsome description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Students have includeda limited description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Students have includedno description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Domain Being Assessed = Communication
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The OutcomeYour Work is to
Demonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will use
appropriate
conventions to
effectively
communicate
meaning.
The writing style thestudent uses is wellsuited to the assignment
and the audience, andconveys meaning wellwithout the distraction ofgrammar, syntax andspelling errors.
The writing style thestudent uses is suited tothe assignment and theaudience, and conveys
meaning with fewdistractions fromgrammar, syntax andspelling errors.
The writing style thestudent uses issomewhat suited to theassignment and the
audience, and conveysmeaning somewhat wellwith some distractionfrom grammar, syntaxand spelling errors.
The writing style thestudent uses is notsuited to the assignmentand the audience, and
conveys limited meaningand/or evidencesnotable distraction fromgrammar, syntax andspelling errors.
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Mid-Service ReflectionEssay: Making Connections
Assignment
This essay is geared to help you reflect on issues as you continue your experience at your servicelearning site.
Part 1
Explore how your current experience at the service learning site has connected to your
course thus far. What course concepts, ideas, and/or outcomes discussed in the class
have manifested at your service learning site? How have the experiences at the service
learning site expanded your understanding of course content? List any questions you are
beginning to see form between experiences you have had and the course content.
Part 2
Based on your experience thus far at the service learning site, how do you think you have
grown as a leader? Have you gained any skills or knowledge which will allow you to be
a better leader in the future? Were there any instances where the knowledge gained in
your course allowed you to be a better leader at your service learning site? What learning
edges or places of personal growth have you learned of during your experience at the
service learning site (i.e. public speaking, organization, collaboration, etc.)? Are your
views on leadership being altered or challenged? How does your social context play into
how you navigate leadership? Considering future learning experiences, vocational
aspirations, and community involvement, where do you need to grow to become a better
leader? How will you negotiate leadership differently in the future? How will your
social context influence your leadership in the future?
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Guidelines
Review Mid-Service Reflection Rubric: Essay for assignment expectations
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Mid-Service Reflection RubricEssay Assignment
Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes Your
Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will explore
their personal social
context(s) (i.e. race,
gender, religion, etc.)*
as it relates to
leadership.
Students will havedescribed their personalsocial context(s) in acomplex way that makesconnections to theirleadership.
Students will havedescribed theirpersonal socialcontext(s) in severalways that makesconnections to theirleadership.
Students will havedescribed theirpersonal socialcontext(s) in alimited way thatmakes connectionsto their leadership.
Students will havedescribed their personalsocial context(s) in away that includes few, ifany, connections to theirleadership.
So What:
Students will
demonstrate an
understanding of theimplications their social
context(s) (i.e. race,
gender, religion, etc.)*
has on others in
leadership.
Students will havecritically analyzed severalof the possible ways inwhich their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.
Students have includedseveral references toideas about the
Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affectothers perceptions,interactions, andchoices.
Students have includedsome references toideas about theorigins/sources of
Students will haveprovided a limitedanalysis of thepossible ways inwhich their socialcontext(s) andvalues affect othersperceptions,interactions, andchoices.
Students haveincluded limited
Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.
Students have includedno reference to ideasabout the
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origins/sources of socialidentity as it relates totheir leadership.
social identity as itrelates to theirleadership.
references to ideasabout theorigins/sources ofsocial identity as itrelates to theirleadership.
origins/sources of socialidentity as it relates totheir leadership.
Now What:
Students will connect
personal ways in which
their social context(s)(i.e. race, gender,religion, etc.)*has an
impact on their
leadership actions atthe
service-learning site.
Students will haveincluded severalexamples of how an
increasing awareness ofthe possible ways inwhich their personalsocial context(s) andvalues affect othersperceptions, interactions,and choices can guidefuture decision making.
Students have includedseveral references to realworld situations involvingleadership.
Students will haveincluded someexamples of how an
increasing awarenessof the possible ways inwhich their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decision making.
Students have includedsome references toreal world situationsinvolving leadership.
Students will haveincluded limitedexamples of how an
increasingawareness of thepossible ways inwhich their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decisionmaking.
Students have
included limited
references to real
world situationsinvolving leadership.
Students will haveincluded no examples ofhow an increasing
awareness of thepossible ways in whichtheir personal socialcontext and valuesaffect othersperceptions, interactionsand choices can guidefuture decision makingor your examples areinappropriate.
Students have includedno references to realworld situationsinvolving leadership.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age,physical/mental ability, and other characteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course Content
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The Outcomes YourWork is to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will identify
course concepts,
materials, and/oroutcomes related to their
service-learning
experience as it pertains
to leadership.
Students have identifiedseveral connectionsbetween course concepts,theories and/or outcomes
and your service-learningexperience as it pertainsto leadership.
Students haveidentified someconnections betweencourse concepts,
theories and/oroutcomes and theirservice-learningexperience as itpertains to leadership.
Students haveidentified limitedconnectionsbetween course
concepts, theoriesand/or outcomesand their service-learning experienceas it pertains toleadership.
Students have notidentified connectionsbetween courseconcepts, theories,
outcomes and theirservice-learningexperience as it pertainsto leadership or theconnections they madeare inappropriate.
So What:
Students will describe the
relevance of leadership in
their service-learning
experience as it relates to
the course.
Students have includedseveral examples of theways in which leadershipmay be relevant to or hasinformed their learning.
Students have includedsome examples of theways in whichleadership may berelevant to or hasinformed their learning.
Students haveIncluded limitedexamples of theways in whichleadership may berelevant to orinformed theirlearning.
Students have includedno examples of theways in which servicelearning may berelevant to or informedtheir learning or theexamples they haveprovided areinappropriate.
Now What:
Students will create
connections between
leadership and the
service-learning
experience in relation to
their goals for the
semester.
Students have included adetailed description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Students have includedsome description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
Students haveincluded a limiteddescription of howthe insights theyhave made betweenleadership and theirservice-learningexperience thus far
Students have includedno description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.
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can inform or guidetheir future learning.
Domain Being Assessed = CommunicationThe Outcome Your
Work is toDemonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERYGOOD SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will use
appropriate conventions
to effectively
communicate meaning.
The writing style thestudent uses is well suitedto the assignment and theaudience, and conveysmeaning well without thedistraction of grammar,syntax and spelling errors.
The writing style thestudent uses is suitedto the assignment andthe audience, andconveys meaning withfew distractions fromgrammar, syntax andspelling errors.
The writing style thestudent uses issomewhat suited tothe assignment andthe audience, andconveys meaningsomewhat well withsome distractionfrom grammar,syntax and spellingerrors.
The writing style thestudent uses is notsuited to the assignmentand the audience, andconveys limitedmeaning and/orevidences notabledistraction fromgrammar, syntax andspelling errors.
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Mid-Service ReflectionBlog: You and Leadership
Assignment
This blog is geared to help you reflect on how you personally interpret leadership thus far in yourservice learning experience. Please use a creative format when illustrating your thoughts on the
following prompts:
What does leadership mean to you?
What kind of leader are you?
What inspires your leadership?
How have you enacted your leadership thus far at your service learning site?
How does your personal social context* influence your leadership style?
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizespeople.
Guidelines
This assignment should be written through a creative format, like a poem, short story,
song, or other format.
Review Mid-Service Reflection Rubric: Blog for assignment expectations
Suggested Resources
Everyday leadership: https://www.ted.com/talks/drew_dudley_everyday_leadership
https://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadership7/21/2019 Leadership Module Final
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Mid-Service Reflection RubricBlog Assignment
Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes Your
Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will explore
their personal social
context(s) (i.e. race,
gender, religion, etc.)*
as it relates to
leadership.
Students will havedescribed their personalsocial context(s) in acomplex way that makesconnections to theirleadership.
Students will havedescribed their personalsocial context(s) inseveral ways thatmakes connections totheir leadership.
Students will havedescribed theirpersonal socialcontext(s) in a limitedway that makesconnections to theirleadership.
Students will havedescribed theirpersonal socialcontext(s) in a waythat includes few, ifany, connections totheir leadership.
So What:
Students will
demonstrate an
understanding of theimplications their social
context(s) (i.e. race,
gender, religion, etc.)*
has on others in
leadership.
Students will havecritically analyzed severalof the possible ways inwhich their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.
Students have includedseveral references toideas about the
Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affect othersperceptions,interactions, andchoices.
Students have includedsome references toideas about theorigins/sources of social
Students will haveprovided a limitedanalysis of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, andchoices.
Students have includedlimited references toideas about the
Students will haveprovided no analysisof the possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.
Students haveincluded no referenceto ideas about the
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origins/sources of socialidentity as it relates totheir leadership.
identity as it relates totheir leadership.
origins/sources ofsocial identity as itrelates to theirleadership.
origins/sources ofsocial identity as itrelates to theirleadership.
Now What:
Students will connect
personal ways in which
their social context(s)
(i.e. race, gender,
religion, etc.)*has animpact on their
leadership actions atthe
service-learning site.
Students will haveincluded severalexamples of how anincreasing awareness ofthe possible ways in
which their personalsocial context(s) andvalues affect othersperceptions, interactions,and choices can guidefuture decision making.
Students have includedseveral references to realworld situations involvingleadership.
Students will haveincluded someexamples of how anincreasing awarenessof the possible ways in
which their personalsocial context(s) andvalues affect othersperceptions,interactions and choicescan guide futuredecision making.
Students have includedsome references to realworld situationsinvolving leadership.
Students will haveincluded limitedexamples of how anincreasing awarenessof the possible ways in
which their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decision making.
Students have included
limited references to
real world situations
involving leadership.
Students will haveincluded no examplesof how an increasingawareness of thepossible ways in
which their personalsocial context andvalues affect othersperceptions,interactions andchoices can guidefuture decision makingor your examples areinappropriate.
Students haveincluded noreferences to realworld situationsinvolving leadership.
*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mentalability, and other characteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course ContentThe Outcomes Your
Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
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What:
Students will identify
course concepts,
materials, and/or
outcomes related to their
service-learning
experience as it pertains
to leadership.
Students have identifiedseveral connectionsbetween course concepts,theories and/or outcomesand your service-learningexperience as it pertainsto leadership.
Students have identifiedsome connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as itpertains to leadership.
Students haveidentified limitedconnections betweencourse concepts,theories and/oroutcomes and theirservice-learningexperience as itpertains to leadership.
Students have notidentified connectionsbetween courseconcepts, theories,outcomes and theirservice-learningexperience as itpertains to leadershipor the connections
they made areinappropriate.
So What:Students will describe the
relevance of leadership in
their service-learning
experience as it relates to
the course.
Students have includedseveral examples of theways in which leadershipmay be relevant to or hasinformed their learning.
Students have includedsome examples of theways in whichleadership may berelevant to or hasinformed their learning.
Students have Includedlimited examples of theways in whichleadership may berelevant to or informedtheir learning.
Students haveincluded no examplesof the ways in whichservice learning maybe relevant to orinformed their learningor the examples theyhave provided areinappropriate.
Now What:
Students will create
connections between
leadership and the
service-learningexperience in relation to
their goals for the
semester.
Students have included adetailed description ofhow the insights theyhave made betweenleadership and their
service-learningexperience thus far caninform or guide theirfuture learning.
Students have includedsome description ofhow the insights theyhave made betweenleadership and their
service-learningexperience thus far caninform or guide theirfuture learning.
Students have includeda limited description ofhow the insights theyhave made betweenleadership and their
service-learningexperience thus far caninform or guide theirfuture learning.
Students haveincluded nodescription of how theinsights they havemade between
leadership and theirservice-learningexperience thus farcan inform or guidetheir future learning.
Domain Being Assessed = Communication
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The Outcome YourWork is to
Demonstrate
The Assessment of that Outcome Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
Students will use
appropriate conventions
to effectively
communicate meaning.
The writing style thestudent uses is well suited
to the assignment and theaudience, and conveysmeaning well without thedistraction of grammar,syntax and spelling errors.
The writing style thestudent uses is suited tothe assignment and theaudience, and conveys
meaning with fewdistractions fromgrammar, syntax andspelling errors.
The writing style thestudent uses issomewhat suited to theassignment and the
audience, and conveysmeaning somewhatwell with somedistraction fromgrammar, syntax andspelling errors.
The writing style thestudent uses is notsuited to theassignment and the
audience, andconveys limitedmeaning and/orevidences notabledistraction fromgrammar, syntax andspelling errors.
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Mid-Service ReflectionMultimedia: Promoting Service Learning and Leadership
Assignment
This multimedia activity is geared to help you reflect on issues arising in your service learningexperience. Please read the scenario and ensure that your digital video reflects all of the piecesrequired for this activity.
Scenario
The service learning site has requested your help in a new marketing campaign for theorganization. They are looking for ways to recruit more college students as volunteers for the
organization.
So for your part in this campaign, they want you to develop a three to five minute video. Thisvideo will interweave your social context* (i.e. gender, race, religion, etc.), your leadership
development, and what you have learned. Below is a list of specific areas that must be addressed
in your video:
1) Connections you have made at the service learning site and your own leadership2) Explore how your personal social context influences your leadership and those
around you
3) Real world applications between social context* and leadership4) Reference how this all ties into your future vocational goals
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Guidelines
For this assignment you are given creative license. The video can be a recording of youspeaking, cartoon animation, or any other format you see fit to illustrate the content they
have requested. Keep in mind that this video is geared towards college students, and theywant to hear about how your experience thus far has been transformative. Make sure to
make this a focal point in your video but also ensure to interweave the other facets of the
assignment.
Review Mid-Service Reflection Rubric: Multimedia for assignment expectations
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Mid-Service Reflection RubricMultimedia Assignment
Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes Your
Work is toDemonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERYGOOD
SATISFACTORY NEEDS WORK UNSATISFACTORY
What:
Students will explore
their personal social
context(s) (i.e. race,
gender, religion, etc.)*
as it relates to
leadership.
Students will havedescribed their personalsocial context(s) in acomplex way that makesconnections to theirleadership.
Students will havedescribed theirpersonal socialcontext(s) in severalways that makesconnections to theirleadership.
Students will havedescribed their personalsocial context(s) in alimited way that makesconnections to theirleadership.
Students will havedescribed theirpersonal socialcontext(s) in a way thatincludes few, if any,connections to theirleadership.
So What:
Students will
demonstrate an
understanding of theimplications their social
context(s) (i.e. race,
gender, religion, etc.)*
has on others in
leadership.
Students will havecritically analyzedseveral of the possibleways in which their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.
Students have includedseveral references toideas about the
Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affectothers perceptions,interactions, andchoices.
Students have includedsome references toideas about theorigins/sources of
Students will haveprovided a limitedanalysis of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, andchoices.
Students have includedlimited references toideas about the
Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and