"The real voyage of discovery is not in seeking new landscapes, but in having new eyes."
Marcel Proust
I like the idea that discovery means seeing your world differently, not just searching for a new space or place. Discovery as “having new eyes” is a primary principle of learning. In the Professional Leadership students it happens in every class.
In last week’s blog, Harriet wrote about students “discovering new approaches to old problems, new understandings of themselves as leaders, and new strategies to influence their organizations and communities.” These types of discovery learning, based on seeing with new eyes, allow our students to lead successfully from any position.
For example, students in my instructional design course were having a bit of a struggle with some of the concepts of actually designing instruction. However, I completely lost my voice last week … really could not talk. Consequently, students took over all aspects of their own learning during in that class.
They saw the task of designing with new eyes and followed all the principles that had given them problems. They analyzed the learning needs of the group for the evening and then discussed how those learning needs might be met. One group designed learning tasks for the class, while another outlined the important issues to be discussed, and a third checked their understanding of the paper that is due this week so they might answer questions about it. Finally, they brought it all together. They designed and implemented a wonderful class, not by finding a new landscape, but seeing what was before them with new eyes. It was a great voyage of discovery for them. I was just along for the ride.
Martha Ezzell
Tuesday, November 27, 2007
Wednesday, November 14, 2007
A view from the classroom
Last night we had a wonderful class! This is PRL 710 Communication for Leadership, the second course for most students.
We began by reviewing self-assessment/improvement plans that students had written, regarding presentations they had given the previous week. The students split into pairs (and one trio) and took turns talking about the areas in which they would like to improve their presentation strategies and skills. This was the perfect opportunity for a student to say to another – “here is an area where I know I need to improve, but I’m not sure how – do you have any ideas?” The energy in the room was palpable the students gave each other feedback and engaged in thoughtful problem solving together. They had already begun to grow as presenters from viewing videos of their presentations and then reflecting on their work, and now collaborating with colleagues gave them a second-level of feedback and strategy. Powerful!
Next, we worked with ideas from “Leadership on the Line: Staying Alive through the Dangers of Leading” by Heifetz and Linsky (2002). This was where the power of interdisciplinary collaboration really emerged. Students applied the theory to situations they are currently confronting in their organizations. Sitting around the table, we have professionals (students) from human resources, social services, nursing, and corporate contexts. Students bring their various perspectives as they help each other apply the theory to practice. We discussed issues such as overcoming barriers for more effective and appropriate delegation, and how to think politically when dealing with an organization leader who is not supporting a mandated change.
One of the fundamental strengths of this program is the theory-to-practice ethos. This is not a program where you will study for two years and then finally, as you finish the program, feel as if you are ready to lead. This is a program where you will leave the first class knowing more about yourself than you did before you walked in the door and where you will, week-to-week, explore theories and their direct applications to your work as a formal and informal leader. Students report in their journals and online that week-to-week they are discovering new approaches to old problems, new understandings of themselves as leaders, and new strategies to influence their organizations and communities.
Until next time,
Harriet Schwartz
Instructor
(currently teaching Communication for Leadership)
We began by reviewing self-assessment/improvement plans that students had written, regarding presentations they had given the previous week. The students split into pairs (and one trio) and took turns talking about the areas in which they would like to improve their presentation strategies and skills. This was the perfect opportunity for a student to say to another – “here is an area where I know I need to improve, but I’m not sure how – do you have any ideas?” The energy in the room was palpable the students gave each other feedback and engaged in thoughtful problem solving together. They had already begun to grow as presenters from viewing videos of their presentations and then reflecting on their work, and now collaborating with colleagues gave them a second-level of feedback and strategy. Powerful!
Next, we worked with ideas from “Leadership on the Line: Staying Alive through the Dangers of Leading” by Heifetz and Linsky (2002). This was where the power of interdisciplinary collaboration really emerged. Students applied the theory to situations they are currently confronting in their organizations. Sitting around the table, we have professionals (students) from human resources, social services, nursing, and corporate contexts. Students bring their various perspectives as they help each other apply the theory to practice. We discussed issues such as overcoming barriers for more effective and appropriate delegation, and how to think politically when dealing with an organization leader who is not supporting a mandated change.
One of the fundamental strengths of this program is the theory-to-practice ethos. This is not a program where you will study for two years and then finally, as you finish the program, feel as if you are ready to lead. This is a program where you will leave the first class knowing more about yourself than you did before you walked in the door and where you will, week-to-week, explore theories and their direct applications to your work as a formal and informal leader. Students report in their journals and online that week-to-week they are discovering new approaches to old problems, new understandings of themselves as leaders, and new strategies to influence their organizations and communities.
Until next time,
Harriet Schwartz
Instructor
(currently teaching Communication for Leadership)
Monday, November 12, 2007
Hello from the Professional Leadership program
Hello. This is our first blog for the Professional Leadership Graduate Program at Carlow University. The three program faculty--Martha Ezzell, Harriet Schwartz, and I--will be taking turns writing. So here goes...
I want to write about being part of the Carlow community. I have the "ivory tower" benefit of reading books, discussing ideas, meeting adults who work and live in our area, and knowing them through their studies here. I also have the benefit of continuous learning about the "real world"!
In the last few weeks one of my colleagues, Dr. Ellie Wymard, brought out her fourth book which is called Talking Steel Towns. Through interviews with family members and steel workers who remember, she captures how life in the mills was. The book is beautifully written and helps me understand more about Pittsburgh, since I didn't grow up here.
And a week ago the University hosted Kimberly Dozier, a Middle East correspondent for CBS who was wounded in Iraq. She spoke about her own experiences as well as what she has learned from interviews with military and political leaders there. It was a fascinating, balanced and powerful presentation. Kimberly studied the Middle East during her graduate work and so was able to talk about Iraq as a journalist and as a student of the area.
More could be said, but the fact is that I am constantly stimulated by my colleagues and students at Carlow and by the ways the University community stays involved with the real world, which is after all the mission of the Sisters of Mercy, the Carlow founders.
Sandie Turner
I want to write about being part of the Carlow community. I have the "ivory tower" benefit of reading books, discussing ideas, meeting adults who work and live in our area, and knowing them through their studies here. I also have the benefit of continuous learning about the "real world"!
In the last few weeks one of my colleagues, Dr. Ellie Wymard, brought out her fourth book which is called Talking Steel Towns. Through interviews with family members and steel workers who remember, she captures how life in the mills was. The book is beautifully written and helps me understand more about Pittsburgh, since I didn't grow up here.
And a week ago the University hosted Kimberly Dozier, a Middle East correspondent for CBS who was wounded in Iraq. She spoke about her own experiences as well as what she has learned from interviews with military and political leaders there. It was a fascinating, balanced and powerful presentation. Kimberly studied the Middle East during her graduate work and so was able to talk about Iraq as a journalist and as a student of the area.
More could be said, but the fact is that I am constantly stimulated by my colleagues and students at Carlow and by the ways the University community stays involved with the real world, which is after all the mission of the Sisters of Mercy, the Carlow founders.
Sandie Turner
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