Leadership and Mentoring
Developing Leadership Skills through Mentoring in Education This course explores education as a key influence on an individual’s social and economic future and existing opportunities to contribute to the educational process in a leadership capacity. Through course material, students are exposed to leadership development, theory, and skills. During service activities like tutoring at mentoring at Jefferson High School and LEP High (the community partners for the course), PSU students will be challenged to use and develop communication, relationship-building, and leadership skills. Students will tutor and mentor at one of the schools over the course of the term and we will use those experiences as a foundation for discussion and reflection in class. Attendance on the first day of class is required.
Senior Capstone courses, including this one, are designed to build cooperative learning communities by taking students out of the classroom and into the field. Students from a variety of majors and backgrounds work as a team, pooling resources, and collaborating with faculty and community leaders to understand and find solutions for issues that are important to them as engaged citizens.
Primary course goals:
· To facilitate understanding of the importance of educational equity and educational capital in today’s society
· To develop an understanding of the social change leadership theory and to develop students’ leadership potential to become more civically engaged
· To encourage students to develop their own responsible working theory of leadership and to empower students to participate in social change
· To provide students with an understanding of leadership and mentoring as applied to Portland public and charter school students
· To facilitate linkages between leadership theory and practice by providing practical experience in using mentoring skills when working with high school students
The format of class sessions is based on the understanding that students actively construct their own learning. Class sessions will emphasize active and collaborative learning, including discussions focused largely on assigned readings, student experiences at the community partner site, interactive lecture, and in-class projects.
Attendance and participation: Class attendance and participation are a required component of the class. Preparation includes completing readings on time, having discussion points for class, active participation in class activities and peer grading exercise, and leading discussions.
Reflective essays: A series of reflective essays will be utilized to synthesize the various course components.
Community service activities: Informed community work comprises this portion of the grade. Students spend approximately 2 hours per week (20 hrs/term) engaged in tutoring and mentoring at Jefferson High School. A log of time at the site will be submitted at the end of the term and students will deliver an oral in-class reflection on their time at the school. Students will also co-create and develop a group project/resource for the school.
In-class final reflection: Students will be asked to respond to s series of questions on the content covered in the class over the course of the term. Notes and materials may be utilized during this writing exercise, which is to reflect on the integration of the Universities Studies goal areas (communication, diversity of human experience, critical thinking, and ethics and social responsibility) in the course and work with the community partner.