Final final : shhh

Of course, you know the final has been posted since April 19.  But here it is with the exact questions for Part 1 revealed (in red)  Review class blog to be prepared for Part 2 (The questions will not be detailed.  One question from each month of class).. But spend most of your time prepping for part 3.
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Final:  May 5 9:00-11:00 AM

Note exam  description and detailed  grading rubric in syllabus.

Watch your MUGs.
      Watch your MUGs.
Watch your MUGs.
                Watch your MUGs.  







Part 1 and 2: Finish  in exam session.  Closed book/computer.  Designed to take 1/2 hour or less total.

Part 3: Open book/computer.  Finish in exam session, or if more time needed, email by 4:59 pm that day.  Designed to take the majority of the time (Hour?)


Part 1
|One simple question for each textbook, designed to check reading comprehension and  personal application.  Questions will be from the specific, short sections listed, but of course may well need a sense of broad sweep of the book.   May be  a question, multiple choice, or fill in the blanks


a)Strengths-Based Leadership--
 "Why People Follow"/"Leadership That Lasts Beyond a Lifetime" -- pp. 73-95
Question: How do the best leaders answer the question: 'How do you convince a person of your honesty?'


b)Overcoming the Dark Side of Christian Leadership--
  Step 4: Practicing Progressive Self-Knowledge --pages vary by edition
 Fill in blank: "The only place we can really be ourselves is _________"  
 
c)In the Name of Jesus--
     Epilogue --  pp. 75-81
Fill in blank:
"And we did it _______________, didn't we?"

d)A Tale of Three Kings--
      Chapter 8, pp. 21-22.
Question: write a sentence that proves you got the heart of this chapter


Part 2
Four  short-answer questions from class content.  Use blog to review.

Part 3
a)Quote the definition of leadership you wrote on your name sign the first week of class.
(If you didn't do it, or don't have access, just write up a short definition; reflecting how you would have defined leadership when the class started).
Now write a new definition, based on learnings from class.  Aim for 1-3 sentences; can be as nuanced and detailed as you like.  This will form the launching pad --maybe even your thesis or outline--for part b.

b) Essay answer: Using elements from your new definition, and perhaps noting how you have grown from your older definition, incorporate class material to talk about what leadership is to you.
Spend approximately half the time on this, and half the time plotting out a potential plan for the next year of your growth in leadership.  It may be helpful to ultilize the  four parts of the outline of the class.
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Three Alternatives for Part 3
-Use the Edwards book as your main focus, and incorporate other class material from there.

-Use Pope Francis as your main focus, and incorporate other class material from there .
  Help : see posts tagged "Pope Francis" here,  a book review/summary here  and here and most of the book Pope Francis: Why He Leads The  
Way He Leads is readable online here.

-Use the leadership lessons from the movie you chose to watch in  class in April, and incorporate other class material from there.

(Shhh.  secret message: do not read unless you want extra credit:
This will be a bonus/extra credit question on the exam:   Find the third word on page 3 of the Nouwen book.  Name 3 things that you know about the place represented by that word.  Then write a sentence about why places like this are so important for leaders to be familiar with; visit, or even live)

April 28

Presentations and finishing this movie, hopefully:

Bring your ticket to St Arbucks Kings Canyon and Clovis right after class today

4/26 Class

Today: 1pm  Free Starbucks..

4171 E. Ashlan & Cedar

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Remember this moment?  How do church leaders facilitate this kind of experience?

Exam is on the post for April 19th.
Note more detail added by end of day

---Groups 8 and 7 today----------

Group Project (6-8 pages, plus class presentation)

see pp 5-6, 11

A key part of leadership is the ability to assess and address areas of need. For this project, groups of 4-5 students will identify an area of need on campus or in the community, and take the steps listed below.

·  Describe the need and why it is significant enough to deserve attention.

·  Research what the key elements are of the issue.

·  Identify any past or current attempts at addressing the issue, including an analysis of why they succeeded or failed.

·  Brainstorm possible solutions to the issue.

·  Identify the single most promising solution and explain why you think it has potential to work.

·  What losses might people have to experience?

·  Discuss potential obstacles to success. Which are technical and which are adaptive?

Successful presentations will incorporate the following characteristics:

·  All members are integrally involved in the presentation.

·  All members are dressed appropriately for the presentation.

·  Appropriate and excellent visual and technological resources are used in the presentation.

Groups will submit one 6-8 page report on their project and will make a 10-15 minute presentation to the class that discusses their findings. Two-thirds (100pts) of each team member’s grade will be based on the quality of the group’s work and one-third (50pts) will be based on the quality and level of the individual’s participation in the group. Research topics must be approved with the instructor. 150 points (25% of overall grade)

Philosophy of Grading:  completing the required elements of an assignment qualifies a student for a grade of “C”. Those students wishing to earn higher grades will demonstrate the ability to analyze and synthesize course material through additional reflection and critical thought on the assignment. I am always willing to meet with students before assignments are due to clarify assignments and/or review work before it is handed in. I am also willing to meet with students after assignments are returned to discuss work done and grades earned. Please refer to the syllabus rubrics for the various assignments and their expectations.

Grading:                               Points

Article/Scripture reflection         20   (  3%)

Review: Selected Text           20   (  3%)  

Review: In Name of Jesus              20   (  3%)

Leadership Practicum Reflection    20   (  3%)

Mid-term exam                              100   (18%)

Final Exam                            150   (25%)

Quizzes (10 x 12pts)           120   (20%)

Group Project                        150   (25%)

Total                                      600 (100%)

Group Projects (100 pts [+50 Peer Review])
Levels/Criteria	Does Not Meet Criterion (1-2)	Approaches Criterion (3-5)	Meets Criterion (6-8)	Exceeds Criterion (9-10)	Score/Level
Criterion: Presentation is presented in a professional and well-spoken manner; resources (ppt or handouts) are well done.	Dress and presentation style lack appropriate presentation qualities; resources are poorly or hurriedly created with multiple errors.	Dress and presentation style is casual, but demonstrates a	Complete use of source materials. Citations complete with correct usage. MUGS are minimal (1 per page).	Complete us of source material above the required sources.  Citations are complete with correct usages.  MUGS are non- existent or nearly so (less than 1 per page).	10% – Ten (10) points are possible
Levels/Criteria	Does Not Meet Criterion (1-2)	Approaches Criterion (3-5)	Meets Criterion (6-8)	Exceeds Criterion (9-10)	Score/Level
Criterion: Presents ideas clearly and correctly in written form (use of style-guide, MUGS [mechanics, usage, grammar, syntax]). 4 points possible	Fails to use source material. Fails to cite properly and numerous errors in MUGS (4-5 or more per page).	Partial use of source materials. Citation is nearly in line with style guide expectations but falls short of full usage. MUGS are below expectation (2-3 per page).	Complete use of source materials. Citations complete with correct usage. MUGS are minimal (1 per page).	Complete us of source material above the required sources.  Citations are complete with correct usages.  MUGS are non- existent or nearly so (less than 1 per page).	10% – Ten (10) points are possible
Levels/Criteria	Does Not Meet Criterion (1-5)	Approaches Criterion (6-10)	Meets Criterion (11-15)	Exceeds Criterion (16-20)	Score/Level
Criterion: Clear communication of understanding regarding the material upon which reflection is being offered.	Student misunderstand the material or misses the point of what the material is attempting to communicate	Student demonstrates a convoluted or fuzzy understanding or doesn't communicate clearly on the material or content.	Student demonstrates a clear understanding of the material and clearly communicates such understanding	Student offers a cogent and extraordinarily insightful demonstration of the material demonstrating understanding beyond the stated meaning.	20% – Twenty (20) points are possible
Levels/Criteria	Does Not Meet Criterion (1-10)	Approaches Criterion (11-20)	Meets Criterion      (21-30)	Exceeds Criterion (31-40)	Score/Level
Criterion: Demonstration of good critique and of critical thinking in relationship to material's implications and purpose.	Student doesn't consider implications of the material or  investigate meaning.	Student demonstrates a convoluted or fuzzy awareness of implications or doesn't communicate clearly regarding implications of the material or content.	Stud demonstrates a clear interpretation of the material and clearly communicates implications of the material or content; offers a good critique of material.	Student offers a cogent and extraordinarily insightful interpretation of the material's meaning for implications with regard to the material; demonstrates excellent critique.	40%–Forty (40) points are possible
Levels/Criteria	Does Not Meet Criterion (1-5)	Approaches Criterion (6-10)	Meets Criterion      (11-15)	Exceeds Criterion   (16-20)	Score/Level
Criterion: Identify and utilize appropriate resources.	Student fails to utilize sources or to utilize appropriate kinds of sources.	Student cites cursory or secondary sources and attempts to support arguments with external materials, but sources are still lacking appropriateness.	Student utilizes good sources in support of his or her arguments.  Sources are well placed and are recognizably appropriate.	In addition to expected resources, student utilizes exceptional external choices in support of her or his argumentation and in defense of her or his thesis.	20% – Twenty (20) points are possible

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"Leadership is..
.The leader must know,
              must know that he knows,
and must be able to make it abundantly clear to those about him
                           that he knows."
-Clarence B. Randall, quoted (approvingly!) by John Maxwell, "The 21 Irrefutable Laws of Leadership"

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Leadership Is Influence: Nothing More, Nothing Less

by  John C. Maxwell (click to read)

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Today we finished the movies..  Very different movies; both with great leadership lessons that help summarize the class.   
 

T

5-44 women

10:22 mark
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"Leadership is...The leader must know,
must know that he knows,
and must be able to make it abundantly clear to those about him
that he knows."
-Clarence B. Randall, quoted (approvingly!) by John Maxwell, "The 21 Irrefutable Laws of Leadership"
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Sally Helgesen: Author, Speaker and Leadership Consultant

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Amazon.com: Customer Reviews: The Vulnerable Pastor

women, artists, outsiders and introverts: strong church leadership

 From Mandy Smith's The Vulnerable Pastor, pp. 122-124:

Being a woman can feel like weakness.  When you are a woman, your  own body teaches you your limits. From the time you're small, there is always someone bigger, with a stronger body and a deeper voice. And as you grow, you learn how little control you have over your own body, from a sometimes painful, often embarrassing inconvenience that will visit you every month to the strange season of having a person growing inside of you for 9 months. When the little bundle makes its appearance, your body goes from creator of life to sustainer of life. All kinds of new systems kick into gear. It's a miraculous process but one completely beyond your control. As you go from mother to grandmother, your body begins to change again, throwing you into a state of confusion as the steady cycles you have grown accustomed to become syncopated and erratic and then finally stop altogether.

If being a woman teaches humility and collaboration, isn't it a strength to be a woman?

Inhabiting this ever-changing form forces you to acknowledge (even celebrate) your limits and to sense your responsibility to and reliance upon the broader community.

 So if being a woman teaches humility and collaboration, isn't it a strength to be a woman?

In the church, these are leadership skills.

Being an artist can feel like weakness.  If you're an artist, you are spurred on by an unending search for truth and beauty. You can have your breath stolen by the smallest, seemingly insignificant thing and be unfit for anything else but crying or singing or writing about it for the rest of the day. And once you've found that tiny sign of hope, you must make sense of it. And so you make things to process and express it, trying to capture all the feeling and meaning for others through the limited media of notes and words and paint. You step into a creative process that is sometimes cruel and raw, a little too close for comfort. Then, with shaking hands, you put that outpouring of your soul into a public form and hope that someone understands.

If creative people know how to find truth and beauty, even when it's hidden in brokenn

 ess, if they're comfortable with mystery, failure, and vulnerability, isn't it a strength to be an artist?

In the church, these are leadership skills.

 

Being an outsider can feel like weakness. Being on the outside means always having that vague sense that you didn't get the inside joke. You feel like a child again as you have to learn things that are obvious and basic to everyone else. But over time you compensate. You learn not only to speak but to listen in other languages. You become self-aware as those things which were once transparent about yourself (back when everyone around you was the same as you) are suddenly glaringly visible. For the first time you feel the weight of the lens of your own culture, your own assumptions, and eventually, you learn how to switch glasses.

If being displaced helps us relate to the ways God's people have always been the sojourners, isn't it meaningful to be displaced?

If outsiders know how to be flexible and self-aware, to communicate in a relevant way in many contexts, isn't it a strength to be an outsider?

In the church, these are leadership skills.

Being an introvert can feel like weakness. Thinking of the perfect answer a day after the question makes you feel dumb, even though your belated but perfectly-worded response is more insightful than the one given by the quick-thinker in the room. Needing to recover from extended periods with people draws labels like "anti-social," even though you may have great social skills. Longing for depth and complexity and silence makes you feel like a precious egg-head in a world hungry for sound bites and noise.

If introverts know how to listen, and are unafraid of silence, depth, and authenticity, isn't it a strength to be an introvert?

(link from a pre-book article by Mandy)

 Similar article

- See more at: http://davewainscott.blogspot.com/#sthash.CCNzNPZl.dpuf



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Women guests shared:

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-leadership lesson, memory, story
-women in leadership: gifts, perspective, unfair
-group Q and R/encouragement/prayer
-optional: leadership definition, what i wish I knew then/life lesson