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Graduate Course Proposal Form Submission Detail - EDA7206

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Current Status: Approved by SCNS - 2016-06-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: In review by OGS; for EdS in Ed Leadership. GC Approved; To USF Sys 4/21/16; to SCNS after 4/28/16. Appd eff 6/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5227 2015-04-21
     
    Department College Budget Account Number
    Educational Leadership ED 0-1716-000
     
    Contact Person Phone Email
    Dr. William Black 8139746097 wrblack@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDA 7206 Appreciative Inquiry and Organizing in Public Education

    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)
    Appreciative Organizing
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    This course introduces Appreciative Inquiry and Appreciative Organizing in Public Education as a strength-based, problem solving and continuous improvement approach to inform and build school and district leadership capacity.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    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?

    The course will become one of the foundational required courses for the Education Specialist degree in Educational Leadership. It is highly appropriate for education leaders in a high accountability environment where planning and decision making have often been done from a "deficit" model rather than an asset or talent mapping and development model. Shifting negative perceptions of educational institutions and the communities they serve is essential to the work of leaders who may need to approach change quickly, and sometimes drastically, at first but then build a stronger, more positive and more focused organization.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate (Ph.D. or Ed.D.) in Educational Leadership, Educational Administration, or Educational Administration and Supervision

    Additional coursework or training in Appreciative Inquiry, Appreciative Organizing, Appreciative Project Organization, and/or Organizational Development.


  4. Other Course Information

    A. Objectives

    This course is designed to:

    • Increase students’ knowledge of Appreciative Inquiry and Appreciative Organizing in Public Schools.

    • Provide students with understandings of multiple positive strengths based approaches to unleash their leadership capacity and the capacity of others.

    • Incite students to consider a different way of leading and working while critically examining leadership texts.

    • Enable students to analyze current practices through an appreciative lens at the intersection of theory and practice.

    • Prepare students to serve as self-reflective researchers and theorists in the area of their capstone project.

    B. Learning Outcomes

    At the conclusion of the course, students should be able to:

    • Understand the power of strengths based school improvement work and its purpose in public education.

    • Apply the principles of Appreciative Organizing in Public Education and Appreciative Inquiry.

    • Apply positive strengths based principles and exercises as a part of personal leadership development.

    • Build an appreciative foundation and structure for the capstone project.

    • Use Relational Leadership, Positive Strengths Based Change, and Generative Learning while developing Core Purposes and Values and Whole System Coherence in leadership practice and the capstone project.

    C. Major Topics

    The major course topics are:

    • Appreciative Inquiry: definition of Appreciative Inquiry, power of positive questions, 4 D Cycle, practicing Appreciative Inquiry in a leadership role

    • Appreciative Organizing in Public Education: relational Leadership, positive strengths based change, developing core purposes and values, using generative learning and capacity building to get to whole system coherence, and managing external and internal accountability

    • Deeper research into: the Capstone Project topic and case study

    D. Textbooks

    Barrett, F., & Fry, R. (2005). Appreciative inquiry: A positive approach to building cooperative capacity. Chagrin Falls, OH: Taos Institute Publications.

    Burrello, L., Beitz L., & Mann J. (in press). Appreciative organizing in public education (First ed.). Ashford, CT: Elephant Rock Productions

    Cooperrider, D. L., & Whitney, D. K. (2005). Appreciative inquiry: A positive revolution in change. San Francisco, CA: Berrett-Koehler.

    Seligman, M. (2011). Flourish. North Sydney, N.S.W.: Random House Australia.

    Shields, C. (2013) Transformative leadership. San Francisco: Jossey-Bass.

    E. Course Readings, Online Resources, and Other Purchases

    Barrett, F. (n.d.). Creating appreciative learning cultures. Organizational Dynamics, 36-49.

    Boyatzis, R. (2011). NEUROSCIENCE AND LEADERSHIP: THE PROMISE OF INSIGHTS. Ivey Business Journal. Retrieved from http://iveybusinessjournal.com/topics/leadership/neuroscience-and-leadership-the-promise-of-insights#.U4NU6JRdU5Y

    Bradberry, T. (2012). Leadership 2.0: Are You An Adaptive Leader?. Forbes Leadership. Retrieved from http://www.forbes.com/sites/travisbradberry/2012/11/09/leadership-2-0-are-you-an-adaptive-leader/

    Burrello, L. , Hoffman L., and Murray L.. School Leaders Building Capacity from Within: Resolving Competing Agendas Creatively. Thousand Oaks, Calif: Corwin Press, 2005. Print.

    Chenoweth, K. It's Being Done: Academic Success in Unexpected Schools. Cambridge, MA: Harvard Education Press, 2007. Print.

    Cooperrider, D. L, Whitney D., and Stavros. J. Appreciative Inquiry Handbook: For Leaders of Change. Brunswick, OH: Crown Custom Pub, 2008. Print.

    Dachler, H. (1992). Management and leadership as relational phenomena (1st ed.). (S.I.: s.n.).

    Drath, W. (2001). The Deep Blue Sea: Rethinking the source of leadership (1st ed.). San Francisco: Jossey-Bass and Center for Creative Leadership.

    Fredrickson, Barbara. Positivity. New York: Crown Publishers, 2009. Print.

    Fritz, R. (1999). The path of least resistance for managers: Designing organizations to succeed. San Francisco, CA: Berrett-Koehler Publishers.

    Fritz, Robert. The Path of Least Resistance for Managers: Designing Organizations to Succeed. San Francisco, CA: Berrett-Koehler Publishers, 1999. Internet resource.

    Fullan, Michael. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2001. Print.

    Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Centre for Strategic Education: Seminar Series, April (204).

    Gladwell, M. (2008). Outliers (1st ed.). New York: Little, Brown and Co.

    Goleman, D., Boyatzis, R., McKee, A., & Morey, A. (2002). Primal leadership (1st ed.). New York: Audio Renaissance.

    Greenleaf, R. (2008). The Servant as Leader. (1st ed.). Westfield, IN: The Greenleaf Center for Servant Leadership.

    Hammond, Sue A. The Thin Book of Appreciative Inquiry. Plano, Tex: Thin Book Pub. Co, 1998. Print.

    Heifetz, R. (1994). Leadership without easy answers. (1st ed.). Cambridge, MA: Belknap Press.

    Hersted, L. and Gergen, K. (2013). Relational Leading Practices for Dialogically Based Collaboration. 1st ed. Chagrin Falls: Taos Institute Publication.

    Hollander, E. (1978). Leadership dynamics. a practical guide to effective relationships (1st ed.). New York.

    Hollander, E. (1992). The essential interdependence of leadership and followership. Current Directions In Psychological Science 1(2), 71-75.

    Hollander, E. (1995). Ethical challenges in the leader-follower relationship. Business Ethics Quarterly 5(1), 55-65.

    Hosking, D., Dachler, H., & Gergen, K. (1995). The Primacy of Relations in Socially Constructing Organizational Realities. In H. Dachler & D. Hosking, Management and Organization: Relational Perspectives (1st ed., pp. 1-23). Ashgate/Avebury.

    Kirp, David L. Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America's Schools. , 2013. Print.

    Kotter, John P. Leading Change. Boston, Mass: Harvard Business School Press, 1996. Print.

    Komives, S., Lucas, N., & McMahon, T. (2007). Exploring Leadership "The Relational Leadership Model" (1st ed.). San Francisco: Jossey-Bass.

    Lewis, S., & Moore, L. (2011). Positive and Appreciative Leadership. AI Practitioner, Volume 13 Number 1, 4-6. Doi:9788-1-907549-04-5

    Lencioni, Patrick. The Five Dysfunctions of a Team: A Leadership Fable. San Francisco: Jossey-Bass, 2002. Print.

    Orem, Sara, Jacqueline Binkert, and Ann L. Clancy. Appreciative Coaching: A Positive Process for Change. San Francisco: Jossey-Bass/Wiley, 2007. Print.

    Shechtman, N., DeBarger, A., Dornsife, C., Rosier, S., & Yarnall, L. (2014). Promoting Grit, Tenacity and Perseverance: Critical Factors for Success in 21st Century. U.S. Department Of Education Office Of Educational Technology, (Center for Technology in Learning, SRI International).

    Snyder, Karolyn J, Michele Acker-Hocevar, and Kristen M. Snyder. Living on the Edge of Chaos: Leading Schools into the Global Age. Milwaukee, Wis: ASQ Quality Press, 2008. Print.

    Snyder, Karolyn J, and Robert H. Anderson. Managing Productive Schools: Toward an Ecology. Orlando: Academic Press College Division, 1986. Print.

    Wagner, W. (1996). The social change model of leadership: A brief overview. Leadership, 11.

    Waitley, D. (2014). The Official Site for Denis Waitley. Waitley.com. Retrieved 25 May 2014, from http://www.waitley.com

    Whitney, D., Cooperrider, D., Trosten-Bloom, A. & Kaplin, B. (2002). Encyclopedia of Positive Questions (1st ed.). Euclid, OH: Lakeshore Communications.

    Williams, P., Fitzsimons, G., & Block, L. (2004). When Consumers Do Not Recognize “Benign” Intention Questions as Persuasion Attempts. JOURNAL OF CONSUMER RESEARCH, Inc., 31(December 2004), 540-550.

    F. Student Expectations/Requirements and Grading Policy

    1. Class engagement: 10 points/10% of total course grade

    2. Appreciative Group Project: 40 points/40% of total course grade

    3. Appreciative Group Case Study: 30 points/30% of total course grade

    4. Individual Reflective Essay: 20 points/20% of course grade

    Grading Scale:

    The points required to earn a grade are listed below (out of a possible 100 points):

    A = 93 – 100

    A- = 91 – 92

    B+ = 89 – 90

    B = 83 – 88

    B- = 81 – 82

    C+ = 79 – 80

    C = 73 – 78

    F = Anything at 73 or below. No grade below “C” will be accepted toward a graduate degree.

    G. Assignments, Exams and Tests

    I. Class Engagement: 10 points/percent

    Attendance is expected at all class sessions. You should prepare carefully for each class by completing the necessary readings and assignments before class.

    Each class member is expected to contribute thoughtfully and regularly through class participation that reflects deep engagement with the readings. Participation with others through the course content is a critical component of the course. Missing more than 30 minutes of a session constitutes an absence. Students will have the opportunity to earn the points deducted due to an absence by completing an alternative assignment from a list provided by the instructor. Please see attendance policy for more than one absence.

    II. Appreciative Project Work, which includes Literature Review (Group): 40 points/percent

    Students will learn the Appreciative project format. They will begin the project and complete the agreed upon steps as is appropriate in this long-term work. They will complete the interviews, literature review, work group formation, and data collection. As is appropriate, they will complete the other steps as discussed and approved by the Professor. Students will begin a literature review on their capstone project topic. We will discuss and read about the purpose of a literature review. Students will construct question(s) to guide a review of literature around the particular capstone project topic. The assignment is due one week after the last day of class and should be a minimum of 10 pages in length. Some references from the class may be used, but at least half should come from outside the assigned class readings and most must be peer reviewed. Articles on conducting a literature review will be made available on Canvas.

    In the literature review, students should:

    *Define the topic or issue to be examined.

    *Review the development of important claims, positive work and strengths around the issue.

    *Identify areas of ongoing inquiry and any areas of debate that might arise.

    *Discuss what this literature implies for yearlong work on the topic or issue.

    *Discuss the vision of what an amazing outcome for your capstone project or issue might look like in one year, or multiple years.

    III. Appreciative Case Study Creation (group): 30 points/percent

    As a group, create a case study with discussion questions and activities (10-12 pages). The case should draw on an issue that a group member or members confront in relation to their capstone topic or a school or district issue that can be confronted in an appreciative manner. The case can be a composite of similar experiences among group members and partially fabricated from what the group views as plausible. Using pseudonyms (for people and places), develop the case with details that explain the issue and perspectives of those involved (directly and indirectly). Use relevant literature and course material to create the case with learning activities and discussion prompts. Include an abstract that describes the case and the intended audience. Case Study should include Barrett’s four competencies of appreciative organizations: Affirmative, Expansive, Generative, and Collaborative. Prepare to submit the case using APA style. All contributors should be listed as authors. Groups will present/pilot their case study during class for 30-45 minutes.

    IV. Reflective Essay (individual): 20 points/percent

    The Reflective Essay is due a week after the last class session ends and is 4 to 5 pages in length. Students are expected to write an individual reflective essay about Appreciative Inquiry and Appreciative Organizing in Public Education that references their capstone project topic, personal leadership growth, and other key lessons learned through the course. The following performances may be helpful in outlining. Refer to the course objectives and rubric when writing and self-assessing.

     Consider the elements of Appreciative Inquiry

     Consider the elements of Appreciative Organizing in Public Education

     Connect to other texts and experiences in highlighting strengths in your personal leadership growth

     Cite various types of course material and outside resources

     Critically reflect on how your vision of your upcoming school year may be evolving

     Follow APA standards (6th ed.)

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    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

    Attendance is expected at all class sessions. Students should prepare carefully for each class by completing the necessary readings and assignments before class. Missing more than 30 minutes of a class constitutes an absence. No distinction is made between excused and unexcused absences. If students miss more than one class, students must complete an alternative assignment to a level of quality acceptable to the instructor. Students who miss more than 2 classes will have their grade dropped for each class missed. Students are responsible for knowing and adhering to USF Policy 3.027 Academic Integrity of Students ( see: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf)

    J. Program This Course Supports

    Ed.S. in Educational Leadership


  5. Course Concurrence Information

    Doctoral programs in Educational Leadership, Career and Workforce Education, or Higher Education Administration



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.