Fall Semester 2001 Faculty: Professor
Dr. Wendy L. Schultz, email@example.com
Dr. B.J.Selwyn, firstname.lastname@example.org
Course Description | Course Modules and Assignments
This course is designed
for doctoral students in all disciplines and modules. The purpose
of the course is to expose students to concepts and theories of
leadership, present leadership challenges from public health practice
and discover personal leadership attributes. Content areas will
include leadership theory; personal leadership; leadership in organizations;
leadership in communities and leadership in research. Emphasis will
be placed on the application of the course material to real life
public health problems and issues in the development of public health
careers. Special topics may include futures research, systems thinking,
sustainable development and leadership in science.
Why take it?
In an era characterized by rapid-fire, revolutionary change generated
more and more by innovations in biotechnology and genomics, and
with increasing environmental impacts on global health, assuming
the status quo as a working environment is maladaptive. Given this
context of turbulent change, all public health professionals would
do well to acquire and hone their personal kit of leadership skills:
foresight, systems thinking, issue management, impact assessment,
critical thinking, contingency planning, visioning, strategic planning,
change management, facilitation, and negotiation. Managers work
incrementally toward established goals; leaders create progress
through transformation. Managers implement strategic plans; leaders
articulate the vision at the core of the plan. Whether working within
grassroots community organizations or national policy agencies or
in public health research arenas, public health professionals need
to recognize their own innate leadership abilities and use them.
enrolled as a doctoral student or approval of instructor.
Semester Hours: 3
In addition to class
attendance, class participation, and displaying familiarity with
the assigned reading material, students will be responsible for
each student will keep a journal in which they note emerging issues
of change culled from journals, newspapers, magazines, TV, radio,
the Internet or any other media. Entries of approximately one
paragraph; twelve to fifteen entries required by the end of term
(December 4th). Be prepared to tell us something in class ---
we will have a brief period for "scanning hits" in most classes.
A book report of
approximately 5-7 pages; also to be summarized in class, with
an accompanying one-page, bullet-point handout highlighting key
ideas; due September 18th, 25th, or October 2rd.
A short essay --
2-3 pages -- offering your personal reflection on the leadership
characteristics discussed in class, especially vis-a-vis your
personality type and learning style; due October 9th.
A working group report
on one of the leadership models, including an assessment of strengths
and weaknesses, and examples of that model from the micro, institutional,
and macro levels of the public health infrastructure. Prepared
as bullet-point handouts and a 15-20 minute presentation to the
class, due October 30th.
A final, individual
report wherein each student will choose one emerging issue of
change critical to public health, discuss its possible impacts
and outcomes, choose a leadership style most appropriate to addressing
that critical issue, and offer two or three strategies for addressing
that issue appropriate to the leadership model chosen. Conclude
by commenting/showing how well suited you are to this particular
leadership style (demonstrate goodness of fit); due November 27th
or December 4th.
Academic honesty: Students
are expected to abide by the UTSPH policies regarding academic honesty.
American Disabilities Act Accommodations: "If you have a documented
disability that will impact your work in this course, please contact
Dr. Cynthia Chappell, Associate Dean of Academic Affairs and SPH
504 Coordinator. Additionally notify the sponsoring faculty teaching
This course provides
a solid introduction to the concepts, models, and tools associated
with leadership and necessary to enhance participant's personal
leadership abilities. By the end of the course the student will
be able to:
describe a range of
leadership models, where they are often applied in public health,
where they are most appropriately applied, and which offer the
best fit to participant's own personal styles and work environment;
recognize and use
three modes of thinking -- systems thinking, creative thinking,
and critical thinking -- with regard to public health issues;
apply basic foresight
tools -- environmental scanning and issues management, impact
assessment, scenario forecasting, and visioning -- within participant's
own work environment to enhance their own, and their coworkers'
acquire and apply
critical tools for group process and communication in order to
further leadership in change management.
display the application
of leadership principles to public health problems and systems.
discuss complex issues
in community and public health from the perspective of the leadership
Rowitz, L. (2000)
Public Health Leadership: Putting Principles into Practice. San
A set of readings is
available from Quik Copy for the course. The readings assigned are
in this course pack unless otherwise noted.
and resources will be offered to students during the course. Students
are encouraged to explore resources independently and share these
with the class.