Academics

• The purpose of this course is to encourage students to carefully analyze their responsibilities and commitments in the context of leadership for the common good and for purposeful change. Students will come to understand the concept of relational leadership and how it differs from traditional leadership theories. The course includes the study of leadership as well as the application of leadership theories, concepts, and skills. Students will also develop their own leadership potential through the completion of personal and leadership self-assessments, values exploration, and leadership skills applications through course activities.
  
  Note: First-year students who reside in the Impact Leadership Village are required to take this course in the fall semester.

• SLC 102 is a one-credit course for students in the Chancellor’s Leadership Development Program (CLDP) offered through the Shelton Leadership Center (SLC). Within the context of the three-year program, this course serves as a foundation that provides a framework for student success. The purpose of this course is to encourage students to examine their responsibilities and commitments as student leaders through the principles of the SLC. Students will examine theories and models of values-based leadership, practice applying these concepts and skills in their own lives, and explore their own leadership through self-assessments, reflection, and practice. The application of course content will be through other CLDP experiences, such as faculty/staff mentoring groups, service projects, and other programs within the three-year experience.
  
  Note: First-year students who are a part of the Chancellor’s Leadership Development Program are required to take this one-credit course in the fall semester.

This course is designed for students interested in serving rural communities and partnering with local community leaders to collaboratively address problems that are unique to rural contexts. Inspired by the Carolina Regional Albright Team Experience [CREATE], students will develop skills and competencies in teamwork, communication, and partnership development with industry and educational leaders in rural contexts. The course includes five modules where students will: engage in critical discussions; interview industry and educational leaders in rural contexts; and develop a partnership proposal that leverages course content and research to demonstrate how the partnership will benefit the organization and local community. The blend of applied activities, discussions, and reflections will support students’ growth as educational, entrepreneurial, and equity-minded leaders. Although the course uses a primarily asynchronous format, synchronous sessions to connect with the instructor and peers are included. Instructor approval required.

Note: Instructor approval required for registration.

• 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.
  
  Note: This course is required for the Leadership: Cross-Disciplinary Perspectives Minor and the Global Leadership & Team Decision Making Minor 

• 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.

• 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. 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. As developing leaders, students will be well equipped to articulate their ideas persuasively in a variety of situations and with different audiences.

• 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.

• 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.

• This is a two-credit, graduate level course designed for graduate and advanced undergraduate students interested in gaining an understanding of how to lead others effectively through complex situations as it relates to ethical and leadership dilemmas within interdisciplinary biomedical sciences. The structure of the course is based on discussion and group activities. Students will develop leadership skills and negotiation strategies for working with interdisciplinary teams in biomedicine. Through interaction with professionals in the biomedical field, students will evaluate, apply and propose action plans for how to respond to situations as it relates to theories and practices discussed in the course. This course is associated with an undergraduate and graduate minor related to biomedical research.