Graduate Course Proposal Form Submission Detail - MHS6626
Edit function not enabled for this course.
Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 - for new Child Bev Health Prog. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 6100 approved as 6626 eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3158 2013-04-04 Department College Budget Account Number Child and Family Studies BC TPA, 583001, 10000, 000000, 0000000 Contact Person Phone Sharon Hodges 8139746460 email@example.com
- Course Information
Prefix Number Full Title MHS 6626 Applied Leadership in Child and Adolescent Behavioral Health Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Applied Leadership in CABH Course Online? Percentage Online C - Face-to-face (0% online) 100
This course will develop student understanding of organizational leadership concepts, theory, and practice. It will focus on opportunities, challenges, and tools for leaders in public and private child and adolescent behavioral health organizations.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
A specific focus on Child & Adolescent Behavioral Health is in demand as evidenced by surveys with undergraduate and graduate students at USF conducted in Fall of 2012. A review of existing courses does not show offerings similar to this course.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
In addition to a doctorate, substantial knowledge of Behavioral Health/Development Disabilities.
- Other Course Information
Students will develop leadership knowledge and skills in the following leadership concentration competencies:
1. Innovation - Develop the capacity to identify and utilize innovative ideas, methods, and technologies to successfully respond to individual, organizational, and community needs.
2. Communication - Demonstrate the ability to effectively engage in constructive and reciprocal communication at individual and organizational levels with an understanding of relevant topical factors.
3. Capacity Building - Convey an understanding of how to build organizational capacity through the development of a skilled workforce and productive organizational practices.
4. Change Management - Develop an understanding of change management and the skills needed to successfully generate and sustain positive change within evolving organizational and community contexts and environments.
5. Values-based Action - Exhibit an understanding of the skills needed for value-based action aimed at achieving outcomes that are grounded in clearly articulated organizational vision, mission, and goals.
6. Research Translation- Develop the capacity to translate research into organizational practice by identifying, synthesizing, and integrating relevant research and evaluation approaches and findings to improve operations and outcomes.
B. Learning Outcomes
Applied Leadership students will be able to:
1. Define leadership and differentiate between leadership and management.
2. Understand key elements of leadership theory and distinguish strengths and weaknesses of these theories.
3. Identify exemplary leadership practices relevant to child and adolescent behavioral health.
4. Apply leadership strategies and best practices within child and adolescent behavioral health organizations.
5. Use leadership tools and techniques to successfully lead public and private child and adolescent behavioral health organizations.
6. Gain insight into their own leadership style and functioning as a leader as well as vision and goals for continued leadership development.
C. Major Topics
1) Leadership Defined: Course introduction and review of syllabus
What is leadership?
Personal values in leadership
Mission and vision
How definitions of leadership have evolved
Leadership traits and skills
Situational leadership and contingency theory
Leadership in the 21st Century
Power, authority, and influence
Leading with and without authority
Teamwork and teambuilding
Engagement and productivity
Trust and distrust
Creativity and innovation
Policy and advocacy leadership
Self-awareness and behavior change
Applied Leadership– Synthesis of what we have learned
2) Leadership Explored
3) Leadership Applied
Heifetz, R. A. (1994) Leadership Without Easy Answers. Cambridge, MA: Harvard University Press.
Northouse, P. (2013) Leadership Theory and Practice, 6th ed. Los Angeles: Sage Publications, Inc.
In addition to these books, required readings will include papers, journal articles, and book chapters, including excerpts from books listed under recommended readings. These readings will be posted on Canvas, and a course reader will be available for purchase.
E. Course Readings, Online Resources, and Other Purchases
Blau, G. & Magrab, P. (Eds.) (2010) The Leadership Equation: Strategies for Individuals Who are Champions for Children and Families. Baltimore: Paul H. Brookes Publishing, Inc.
Collins, J. (2001) Good to Great: Why Some Companies Make the Leap . . . and Others Don’t. New York: HarperCollins Publishers, Inc.
Collins, J. (2005) Good to Great and the Social Sectors: Why Business Thinking is Not the Answer, New York: Harper.
Geisler, J. (2012) Work Happy: What Great Bosses Know. New York: Center Street.
Kolb, D. M., Williams, J. & Frohlinger, C. (2010) Her Place at the Table, A Woman’s Guide to Negotiating Five Key Challenges to Leadership Success. San Francisco, CA: Jossey-Bass.
Senge, P. (2006) The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday.
F. Student Expectations/Requirements and Grading Policy
Reading & Class Discussion – weekly @ 1 point per week 15
Reflection Papers – 5 @ 5 points each 25
Leadership Case Study – group analysis &presentation 20
Leadership Interview and Analysis 20
Who am I as a leader? 20
G. Assignments, Exams and Tests
1.Reading and Class Discussion (15% of final grade): Course readings will be assigned weekly and will provide an important foundation for class discussion as well as a resource for writing assignments. The course is structured to introduce you to a variety of reading materials that will be useful to you in your academic and professional careers. These include popular commentary, academic texts, and peer-reviewed journals. This is an interactive course with high expectation of student preparation and engagement. Attendance and full participation are required.
2.Leadership is . . . Reflection Papers (25% of final grade): Leadership and learning are indispensable to each other. —John F. Kennedy; He who has great power should use it lightly. —Seneca; Do what you feel in your heart to be right–for you’ll be criticized anyway. —Eleanor Roosevelt. Leadership quotes are ubiquitous in our culture, making their way onto posters, calendars, and into airline magazines. As a student of leadership, you will be provided quotes from which to choose and asked to consider one of these broad characterizations of leadership in more depth. When have you seen this philosophy of leadership in action? Would this approach to leadership be effective, help you be a better leader, have a positive impact on your organization? Why or why not? Papers should consider the quoted statement about leadership as it relates to personal experiences and the materials we are covering in class and should be 2-3 pages in length.
3.Leadership Case Study (20% of final grade): Case studies are synopses of leadership scenarios that challenge you to integrate, synthesize, and apply what you are learning. Class members will be divided into 5 groups and each group assigned a different case study scenario. Case analyses should draw upon course materials and address core leadership competencies. Each group will analyze their case and identify leadership issues, strengths, challenges, and strategies. Groups will present their case study analyses in class and submit their PowerPoint presentation and a 3-5-page case summary to the instructor.
4.Leadership in Action Interview (20% of final grade): This assignment provides students an opportunity to interact with a leader in the field of child and adolescent behavioral health. The interview will focus on how leaders incorporate the leadership constructs explored in this course into daily activities and operations. Specific interview guidelines and criteria will be discussed in class. Students will submit a 3-5 page paper summarizing the interview and leadership lessons learned.
5.Leadership Portfolio: Who am I as a leader? (20% of final grade): The leadership portfolio is a semester-long assignment designed to help students gain insight into their own functioning as a leader. The journal will include a leadership self-assessment, journal, reflection on strengths and areas to develop, professional development plan.
H. Attendance Policy
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
If you need to be absent due to medical reasons (yours or your immediate family's) on a test day or a day that an assignment is due, please provide a physician's note and notify the instructor prior to class. In this event the student must work with the instructor to arrange a time to complete the assignment within an agreed upon time frame.
J. Program This Course Supports
Master of Science in Child and Adolescent Behavioral Health
- Course Concurrence Information