Shelton Leadership Spring Course Offerings
SLC 250: CRITICAL & CREATIVE DECISION-MAKING MODELS (Face-to-Face) T/TH 8:30-9:45AM
This course is open to all undergraduate students. It is designed for students who want to learn to think critically and creatively when making decisions by taking into consideration a variety of decision-making models across disciplines. Throughout the course, students will be presented a variety of decision-making processes, as well as five models on decision-making across disciplines to consider when addressing different problems. Questions will be asked of students in a way that will foster critical and creative thinking in order to analyze, process, and identify effective ways for approaching a problem or situation. Students will be asked to reflect on how the decisions made may or may not apply to their respective majors.
“This has been one of my favorite courses in my college career because I have found it applicable to different parts of my everyday life. I will continue to use the processes and decision-making models to help make difficult decisions for years to come.”
Faculty: Dr. Deborah Acker
SLC 300: LEADING WITH AN ETHICAL PERSPECTIVE (Section: 300-001 and Section: 300-601) Asynchronous M/W/F 9:35-10:25AM
Students will explore personal and professional aspects of ethical leadership perspectives. They can look at ethical perspectives from a general overview or they can choose to focus on ethical perspectives within their specific field, such as business, entrepreneurship, engineering, or athletics. Students will use a variety of ethical frameworks to analyze ethical situations and how values held by leaders and organizations result in ethical impacts and outcomes. The course will address philosophical origins of ethical frameworks and how they relate to the current business and societal environment. Primary focus will be on supporting students in identifying their personal values and developing a values-based plan for their individual leadership style to help them succeed as values-based leaders in their fields.
Faculty: Dr. Anna L. Patton
Questions for Registration Contact: Dr. Debbie Acker at email@example.com
SLC 350: LEADERSHIP AND NEGOTIATION (Synchronous) NEW OFFERING — GEP/IP/DIV
In this course, students will explore the theories and techniques for effective negotiation practices. Through a theoretical and experiential curriculum, students will consider the ethics, cultural sensitivities, and power dynamics of expressing leadership when negotiating with peers, teams, and external partners. Specific attention will be paid to personal preparation and values in the application of context-specific negotiation theories that leverages multiple disciplinary approaches that includes rhetoric, engineering, education, and philosophy. The course also pays particular heed to the power, race, gender, religious, and historical-cultural dynamics of negotiation. The course is structured in a scaffolded manner that iteratively reinforces the methodological assumptions and intentions of multiple disciplines, critically considers the historical and social influences on modern systems of inequity, and teaches principles of effective negotiation. As a result of this structure, successful students will be able to synthetically formulate their own negotiation approaches that are rooted in personal values, integrated with elements of discipline-specific approaches, and informed about the systemic issues related to diversity in the United States. As developing leaders, students will be well equipped to articulate their ideas persuasively in a variety of situations and with different audiences.
Faculty: Dr. Michael Domeracki
SLC 401: INDEPENDENT STUDY IN LEADERSHIP THEORY APPLICATION (Individual Scheduled Meeting Times with Students)
The purpose of this course is for students to analyze and apply one or more leadership theories through a discipline-specific, independent project. The course includes the study and application of leadership theories, concepts, and skills within the context of a discipline-specific, independent project related to the academic and professional aspirations of the student. The scope of the independent project is broad and recognizes a range of opportunities from faculty-guided research, to independent studies, to community-engagement projects, but must be designed in consultation with the faculty and/or organizational lead and course instructor. Through associated assignments and projects, students will be expected to evaluate their selected leadership theory or theories in comparison with more traditional applications of leadership models. The student may be charged a $20 liability insurance fee through the registrar office if the selected independent study requires any off-campus travel. This will be confirmed with the faculty, site-coordinator, and student during the development of a mutually-beneficial contract for all entities involved in the project.
Faculty: Dr. Michael Domeracki
SLC 450: APPLIED LEADERSHIP SKILL-BUILDING WITHIN AN INTERNSHIP EXPERIENCE (Individual Scheduled Meeting Times with Students)
This course provides an opportunity for students to gain practical leadership skills and knowledge that will be transferable to the student’s academic and career goals. A minimum of 150 hours over the equivalence of a semester period will earn three credit hours for the experience. The student is responsible for arranging the internship experience. The coordinator for Shelton Leadership Courses (SLC) will need to approve the experience prior to the start date. To gain approval, a student must submit the completed SLC 450 contract and have it approved by his/her internship experience supervisor, academic advisor, and the SLC 450 coordinator. In addition to the work described in the contract, a student will complete a series of reflective assignments related to the experience.
There are no set meeting times for SLC 450 beyond the scheduled due dates for assignments. The work schedule is by agreement between the student and his/her experience supervisor. A minimum of 150 hours over the equivalence of a semester period will earn three credit hours. This does not include time spent on the assignments submitted through the Moodle course management system. Due dates for assignments are provided on the course Moodle site and will be set at the beginning of the semester.
Faculty: Dr. Michael Domeracki