Term: Spring, 2013
Instructor: Tony Filipovitch, 126 Morris Hall, 507-389-5035, 507-388-2264 (home)
Office Hours: My office hours are posted here. I am available in my office at those times (or other times by appointment). I also check my e-mail daily (usually several times during the day), and have an answering machine on both my home and office phone.
There is no reason to flounder around, unsure of what “he wants” or confused about what you are doing; and even if everything is going fine with the coursework, there is more to learning than completing the assignments. I encourage you to visit me, in person or at a distance by phone or e-mail, many times during the course.
Robinson & Green. 2011. Introduction to Community Development.
While there is a textbook for this course, the course is not the text. There will be supplemental readings (see the Course Calendar), as well as extensive reflection and discussion of primary data that you will be collecting.
The purpose of this course is to introduce you to the varieties of leadership in the community. You will learn through classroom work, through service learning, and through the creative act of writing. You will look at the principles and practices for managing community groups, and at the ethical and civic responsibilities of a democratic society.
By the end of the term you will be able to:
1. Define and recognize leadership and the various expressions of it in the community;
2. Apply civic and ethical values to action in public settings;
3. Practice skills of citizen engagement, including conversation, collaboration, citizen participation, and citizen self-government;
4. Apply your knowledge and skills directly in the community.
In addition to the specific course outcomes, there are three additional outcomes that are common to most, if not all, courses at MSU:
1. Develop your creative and critical thinking powers in addressing problems and opportunities;
2. Develop personal communication skills, both oral and (especially in this course) written;
3. Improve your ability to work and interact with others in a team approach.
This is a “service learning” course
which requires approximately 30 hours of volunteer activity in
the community. It is also a “writing
intensive” course, which means that you will be expected to do a fair bit of
writing and to edit and rewrite what you have written.
Since this is an online class, you are expected to do the readings assigned from the text and linked to the course calendar, and be prepared to post an online discuss of them by the assigned date. You will also partner with a classmate to review each other’s writing. One of the best ways to learn to write well yourself is to read and reflect on other people’s writing—it sensitizes you to issues such as point of view and sense of audience, as well as mechanical issues involved in moving ideas from your head onto “paper.” It is also a way to practice the leadership skills of working with others and providing constructive feedback to others.
This course is structured so that you have the opportunity to learn about community leadership (as a concept, as a skill, and as a value) both online and “on the ground.” You are required to spend a significant amount of time (minimum 30 hours) as a volunteer for a community-serving organization (in return, the amount of “classtime” is reduced compared to other courses). While there, you will have the opportunity to be of service, and to observe how those around you serve and lead.
This is a writing intensive class.
Writing affords you the opportunity to practice and convey what you have
learned including higher-order
thinking (analysis, synthesis and evaluation). All writing assignments must be submitted on
D2L, using Microsoft Word. You will post
your assignment and you will review in
detail a classmate’s assignment (using the writing rubric that I provide on
the syllabus). You will then revise the
text and resubmit it to D2L (which I will then review and grade). In writing your projects, I expect you to
refer to other people’s ideas and to footnote your sources. You may use any standard style manual (Harbrace,
Each of the five assignments is discussed in greater depth here. In brief, the assignments are a Reconnaissance essay, a Walkabout essay, two Observation reflections, and a Turning Point reflection.
Due date |
Topic |
|
Notes/Additional |
Assignment |
1/16 |
Service Learning; Chs. 10-17 (as interested) |
Choose service-learning “context”; Form “communities of
interest,” select service-learning activity/placement |
||
1/23 |
Democracy & Disagreement ; “The Second Coming”; Our Mutual Indignation Society; “It’s a Draw”; “You Want Compromise?” |
|||
1/30 |
Community Development |
Chs. 1-3 |
Community Institutions; “Bowling Alone”; “Yours, Mine, and Ours—Under Threat” |
|
2/6 |
|
|
Reflection Essay |
|
2/13 |
Approaches |
Chs. 4-6 |
National Conference on Citizenship; Civic Health Index; CIRCLE |
|
2/20 |
|
|
|
Walkabout Essay; sample |
2/27 |
Community Leadership |
|
|
|
3/6 |
Role of Conflict |
|
|
|
3/20 |
|
|
Observation Essay: Community & Its Needs; sample |
|
3/27 |
Leadership Types |
|
Authentic Leadership; Leadership Quotes; Wendell Berry “Manifesto” |
Enneagram; Enneagram description; Enneagram Summary; “Couple’s Enneagram Questionnaire” (in D2L) |
4/3 |
Attend a public council/commission meeting |
|||
4/10 |
|
|
|
Observation Essay: Activities/ Relationships |
4/17 |
Working Together |
|
||
4/24 |
|
|
|
Final Essay: Turning Points |
5/1 |
|
|
|
Final revision of Turning Points & course evaluation
due |
Students play an important role in educating and challenging each other. This can only happen if there is consistent attendance. I expect you to attend, and I may take the class roll. Unexcused absence (prior notification is required—even if I am not available, voice mail and e-mail always are) can result in loss of points toward one’s grade. You are paying for this class—make sure to get your “money’s worth.” Most importantly, this is an excellent foundation of knowledge for future activities, and it is a chance for you to learn, teach, and grow with others.
4 writing projects @ 15 pts. 60
Final Essay 25
Class participation 15
The final grade may be based on a curve, but students can
expect at least an A if they achieve 90, a B with 80, etc.
All assignments are due on the assigned date. Partial credit may be given for assignments
that are less than one week late, unless other arrangements have been made in advance.
Written reports are expected to be free of grammatical, spelling, and content
errors. They should be submitted in typewritten, standard formats (APA,
MLA, URSI Style Sheets). You must familiarize yourself with the University’s
Academic
Honesty Policy. I encourage you to
draw on the ideas of others—but you must also identify when you do so (you gain “brownie points” for citing the
work of others!). Plagiarism is a
serious breach of academic behavior and will result in an F for the course.
I will help you in whatever manner humanly possible. However, once the semester is over, there is not a great deal I can do. If there is something that you don’t understand, are having problems with, or need help on, please get in touch with me as early as possible.
Every attempt will be made to accommodate students with disabilities. If you area student with a documented disability, please contact me as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Services Office at 507-389-2825 (V) or 1-800-627-3529 (MRS/TTY).
1. Civic & Ethical Values
BELLAH, R.N. et alii. 1985. Habits of the Heart.
BELLAH, R.N. et alii. 1991. The Good Society.
BIERMAN, A.K.
1973. The Philosophy of Urban Existence.
BOYTE, H.C.
DEWEY, J. 1927. The
Public and Its Problems.
FRIEDMANN, J.
1979. The Good Society.
GUTMANN, A. and D. THOMPSON. 1996. Democracy and Disagreement.
KEMMIS, D. 1990. Community and the Politics of Place.
KEMMIS, D.1995. The Good City and the Good
Life.
KOTLER, M. 1969. Neighborhood
Government: The Local Foundations of
Political Life.
LIPPMANN, W.
1947. An Inquiry into the Principles of the Good Society.
MATHEWS, D. 1994. Politics for People: Finding a Responsible Public Voice.
TUAN, Y-F. 1986. The Good Life.
VILLA, D. 2001. Socratic Citizenship.
2. Institutional Structure
BENDER, T. 1978. Community and Social Change in
GREEN, G.P. and A.HAINES. 2002. Asset Building
and Community Development.
HENDERSON, P. and D.N. THOMAS. 1980. Skills in Neighbourhood
Work.
ILLICH, I. 1973. Tools for Conviviality.
KRETZMANN, J.P. and J.L. MCKNIGHT. 1993. Building Communities from the Inside
Out.
LAKEY, G. 1968. Strategy for a Living Revolution.
LIPPITT, R., J. WATSON, and B. WESTLEY. 1958. The Dynamics of Pl
MORRIS, D. and K. HESS. 1975. Neighborhood Power: The New Localism.
NISBET, R.A.
1953. The Quest for Community.
POPLIN, D.E. 1972. Communities:
A Survey of Theories and Methods of Research.
RUBIN, H.J. and I. RUBIN. 1992. Community Organizing and Development, 2nd
Ed.
URY, W. 1993. Getting Past No: Negotiating Your Way from Confrontation to
Cooperation, Rev. ed.
ZANDER, A. 1990. Effective Social Action by Community Groups.
3. Fostering Civic Engagement
CHISHOLM, D. 1989. Coordination Without
Hierarchy.
CHRISLIP, D.D. and C.E. LARSON. 1994. Collaborative Leadership: How Citizens and Civic Leaders Can Make a
Difference.
DAVIS, P. ed. 1986. Public-Private Partnerships: Improving Urban Life.
GRAY, B. 1989. Collaborating: Finding Common Ground for Multiparty Problems.
HARWOOD GROUP.
1993. Meaningful Chaos: How People
Form Relationships with Public Concerns.
WINER, M. and K. RAY. 1994. Collaboration Handbook: Creating, Sustaining, and Enjoying the
Journey.
4. Leadership
AUTRY, J.A. and S. MITCHELL.
1988. Real Power: Business Lessons
from the Tao Te Ching.
BOLMAN, L.G. and T.E. DEAL. 1997. Reframing Organizations: Artistry, Choice, and Leadership.
BOYTE, H.C.
2004. Everyday Politics: Reconnecting
Citizens and Public Life.
BURNS, J.M.
1978. Leadership.
CLEMENS, J.K. and D.F. MAYER. 1987. The Classic Touch: Lessons in Leadership from Homer to Hemingway.
DEPREE, M. 1989. Leadership
Is an Art.
GALBRAITH, J.K.
1983. The Anatomy of Power.
GARDNER, H. 1995. Leading Minds: An Anatomy of Leadership.
GREENLEAF, R.K. Servant Leadership.
HESSELBEIN, F., M. GOLDSMITH, and
JACKSON, P.
1995. Sacred Hoops: Spiritual Lessons
of a Hardwood Warrior.
NANUS, B. and S. M. DOBBS. 1999. Leaders Who Make a Difference.
TERRY, RW. 1993. Authentic
Leadership.
WHEATLEY, M.J. 1999, Leadership and the New
Science 2nd Ed.
WREN, J.T., ed. 1995. The Leader’s Companion: Insights on Leadership Through
the Ages.
5. Leadership in the Community
ADDAMS, J. 1990. Twenty
Years at Hull-House, with Autobiographical Notes.
COLBY, A. and W. DAMON. 1992. Some Do Care: Contemporary Lives of Moral Commitment.
COY, P.G., ed. 1988. A Revolution of the Heart: Essays on the Catholic Worker.
FREEDMAN, M. 1993. The Kindness of Strangers.
HAWKINS, J.D., R.F. CATALANO, Jr. 1992. Communities That Care: Action for Drug Abuse Prevention.
KOZOL, J. 1988. Rachel
and Her Children: Homeless Families in
LOEB, P.R. 1999, Soul of a
Citizen: Living with Conviction in a
Cynical Time.
MCLAUGHLIN, M.W., M.A. IRBY, and
J.LANGMAN. 1994. Urban
Sanctuaries: Neighborhood Organizations
in the Lives and Futures of Inner-City Youth.
RIIS, J.A. 1971. How the
Other Half Lives.
ST. ANTHONY, N. 1987. Until All Are Housed in Dignity.
© 2002 A.J.Filipovitch
Revised 15 August 2011