Leadership Education

2 terms, solid, 2 credits, C

Through an integrated, rigorous curriculum, the Living, Learning, Leading course exposes students to current research, case studies and literature to build a foundational understanding of the Culver mission in terms of Wellness, Learning and Leadership. 

Freshmen and 4th classmen will learn about their strengths, how their brains really work, reflect upon decisions and their impact on others.  They will cultivate wellness habits and experience collaborative service.  As they explore the Culver mission, students are explicitly introduced to successful learning process skills such as note taking, reading, cooperative skills and best practices with technology.  With these essential skills, the three core strands of wellness, learning and leadership weave together to prepare students for success and well-being at Culver and beyond.

1 term, non-solid 2 days/week, 1/2 credit, B 

Thinking and Teaming is an integrated curriculum that exposes sophomore students to critical aspects of leadership for the 21st century that include collaborative teaming, innovative thinking and responsible citizenship in a technological world.  Students will learn and explore through the process of design thinking - an interdisciplinary process of collaborative learning that cultivates team building, innovation and strategic leadership.  The workshop-based course weaves together themes of character and virtue, decision-making processes and communication skills as learners collectively develop frameworks for innovative problem solving and effective collaboration essential for successful leading in today's world.

1 term, solid, 1 credit, B 

The Ethics course provides Juniors and 2nd Classmen with the background to be able to integrate the aspects of character and the virtues into all facets of their daily life: academic, leadership, athletic, social and religious. It introduces students to the concept of moral leadership – a balance between legitimate authority and the virtues that form the Culver Leadership culture (wisdom, courage, moderation, and justice). Coursework stresses the application of critical thinking, dilemma resolution, and ethical decision-making in the context of active leadership. The course integrates the traditional humanities disciplines – literature, history and philosophy – through readings, student writing, film analysis, and group discussions.

1 term, non-solid 1 day/week, 1/2 credit, B

This is a one-term non-solid course where seniors/first classmen work with a leadership mentor to reflect and write about their learning in three key areas - responsible citizenship, leadership and community building during their Culver career.  Students reflect on their leadership experiences in their dorms/units, teams, clubs, and other organizations and interview counselors, coaches, teachers and club sponsors to gather evidence of their experiences.  A reflection that meets standards indicates an official completion of the course as is noted with PASS on the transcript. Students who do not complete their essays by the end of the course will continue meeting weekly with their leadership mentors to finish the work by early May.

2 terms, 2 credits, Solid

Leadership requires an understanding of human behavior and attitudes. Topics for Psychology of Leadership include human motivation, performance appraisal, training and strengths development, group and team dynamics, recruitment and retention, and cultural competency. This two-term 700 level course includes research analysis, critical thinking skills, writing for the social sciences, field studies, and demonstrations. Submission of a writing sample is required for admission consideration.

2 Term, Solid, 2 credits

Students must demonstrate intellectual interest in the study of leadership and character development through course work performance (especially in Leadership Education), independent study, seminars, and a declared interest in Honors in Leadership by the Term 4 of 11^th grade. 

To apply for Honors in Leadership:

• Students will complete the Honors in Leadership application including the names of two references from the following: faculty members, unit/dorm counselor; Commandant (CMA) or the Dean of Girls (CGA), coach, Spiritual Life staff.
• Students must submit an example of quality written work from the past academic school year.
• Students must participate in an interview with the instructor of the course and select members of the leadership department.

Description

What is leadership? Who is a leader? What does good or bad leadership look like? What is the connection between leadership, ethics, and the cultivation of character? How do I improve and grow as a leader? How can I connect my philosophy of leadership with my practice of leadership? How do I help develop and nurture others for leadership? How do I lead as a whole individual—mind, spirit, and body?

These are the central questions considered in this college-level course studying the theory and practice of leadership. We’ll chart a course of rigorous, intensive study that will result in a polished piece of revised academic work that will be shared with the community. Throughout this course we will connect what we learn in the classroom to our lived practice of leadership.

Class activities will include but are not limited to:

• Reading and engaging with central voices in the field of Leadership Studies.
• Engaging in thinking routines that will empower and challenge ourselves to think deeply about our leadership practice and contemporary and historical voices in Leadership Studies.

• Evaluating authors critically, building on our existing knowledge of leadership (both in practice and theory), and starting to narrow our research topic.
• As a group, providing and hearing feedback regarding our thesis proposals, developing a clear focus and vision for the work.
• Finalizing a clear thesis—a claim on a debatable topic in Leadership Studies—and seeking evidence in support of our thesis.
• Host workshops and writing sessions to craft the final project, practicing the essential skills of constructive listening, giving and receiving feedback, and revising.
• Presenting our work to the community as an intellectual service to the Culver Academies community.

By the end of this course, Honors in Leadership candidates will be able to

• Identify and describe key claims in contemporary Leadership Studies, especially in Transformational Leadership and in the Leadership Studies area of their final presentation.
• Apply central claims, reasoning, and evidence of theories of leadership their own leadership philosophy and practice.
• Compare and contrast the strengths and weaknesses of competing theories in Leadership Studies.
• Conduct effective, ethical research and evidence-gathering on their thesis.
• Generate, assess, and defend debatable positions—theses—about Leadership Studies.
• Give and receive constructive, peer-centered feedback.

Create, deliver, and defend a community-facing academic presentation based on a professional academic report.

 

Solid, one term, 1 credit, A

Psychology is the systematic study of individual human behavior and experience. The purpose of this course is to introduce the student to the content, terminology, methodology, and application of the discipline. Examine the major concepts and theories of psychology.

This course is not a pre-requisite for Psychology of Leadership.