1. Lucy A. Arendt & Robin Sronce

2.  The students: Juniors and seniors, most studying management  Class size: 20-30 (smaller = better)

3.  Students will recall and understand the basic philosophies, theories, concepts, techniques, and terminology of leadership.  Students will apply the practical tools and techniques of leadership to novel and concrete situations.  Students will have a well-informed and sophisticated understanding of the personal side of leadership, the leader as relationship builder, and the leader as social architect.  Students will communicate leadership concepts effectively through writing, speaking, and listening.

4. Students will assess and develop their own leadership potential

5.  If we want students to assess and develop their own leadership potential, then maybe we need to turn over the running of the class … to our students!  For us, that means …

7.  Students lead and actively engage in provocative conversation and thoughtful feedback.  Not just for part of the class  Not as part of a quick in-class exercise  Thoughts so far?

8. Maybe

10.  Course Participation  Discussion Leaders  Discussion Participants  Leader Feedback  Course Assignments  Reading Response Papers  Film Cases  Final Project Learning to BE a leader, rather than simply learning ABOUT leadership.

11.  Theory and practice, practice and theory  Over and over  Via discussion  Via reading response papers  Via film cases  Via final project

13. What would scare you about teaching this way?

14.  Relinquish control  Fear material won’t be covered or incorrectly presented  Don’t step in  Allow mistakes to be corrected by group  Meet with students individually before and after session  Be task- and relation-oriented

15.  Give honest feedback  Provide opportunity for growth  Create supportive atmosphere  Class atmosphere – set the right tone on the first day

17.  Leading peers  How do we support and make this successful?  Hearing feedback  Prepare for and help receive +/- feedback  Giving feedback  Design opportunities for constructive feedback  Students relying on each other  Demonstrate idea of reciprocity

19.  Practice as leaders  Real experience  Practice as participants  Recognize importance of active and engaged followership  Ownership of learning outcomes  Hearing and adjusting to honest feedback  Giving honest feedback

21. It sticks!

22.  Questions? Concerns?  Are you ready to try this approach with one of your classes?