Please read the SPEA-L 377 Syllabus and Schedule prior to our first class meeting:

A PDF Copy of the Syllabus can be found here: L377 L532 Fall 2026 Syllabus.docx

COURSE

Semester and Year:         Fall 2026

Number/Title:                 SPEA-L 377 Foundations of Leadership and SPEA-L  532 Advanced Leadership                                                 Theory and Practice

Class Number:                 29578, 31146, 36380

Day and Time:                 Monday 6:00-7:15 p.m. (Eastern Time zone) with additional activities completed in Canvas

Class Meeting Location:   BS 3014                                           

Join from computer or mobile (with permission): https://iu.zoom.us/j/83245222003

Meeting ID: 832 4522 2003

One tap mobile
+16469313860,,83245222003# US

 

INSTRUCTOR

Instructor:                       Dr. Brandon Sorge 

Office Hours:                  Mondays. 5:00 - 5:45 pm and by Appointment 

Location:                         BS 4150

Telephone:                      (317) 274-7306

E-mail Address:              bsorge@iu.edu

COURSE DESCRIPTION

Official course description

Official course description – SPEA-L 377

Introduction to the study of leadership philosophy, theory, and styles. Includes analysis of historical approaches to leadership and focuses on influential contemporary leadership perspectives.

Official course description – SPEA-L 532

This advanced course covers the intricate philosophies, theories, and styles of leadership, emphasizing critical analysis and synthesis of historical and contemporary leadership paradigms. Students will engage with complex leadership models, evaluate their applicability in diverse organizational contexts, and develop strategic insights to enhance their leadership efficacy.

REQUIRED COURSE MATERIALS

This course uses IU eText. Click on the IU eTexts (Unizen Engage) link located in the main Canvas site navigation.

• Reference Citation: Northouse, P. G. (2022). Leadership: Theories and Practice, 9^th Thousand Oaks, CA: Sage Publications.

Supplemental reading material, announcements, and other information related to the course will be available through the university Canvas system: https://canvas.iu.edu 

COURSE LEARNING OUTCOMES

Upon successful completion of SPEA-L 377, a student should be able to:

· Analyze the influence of historical leadership research on contemporary perspectives and practices.

· Identify scholars, researchers, and teams who contributed to the body of knowledge defined within the discipline of leadership studies.

· Evaluate the effectiveness of leadership theories, approaches, and styles in their application to real-world examples and case studies.

· Differentiate between and define complex leadership concepts, terms, theories, and styles.

· Identify the theories and approaches that influence personal thoughts and actions as a leader and follower.

Upon successful completion of SPEA-L 532, students will be able to:

1. Critically evaluate the evolution and impact of historical leadership theories on modern leadership practices.

2. Synthesize the work of scholars, researchers, and contributors to the field of leadership studies, integrating these insights and self-awareness activities into effective personal leadership strategies.

3. Assess the practical effectiveness of various leadership theories, approaches, and styles through comprehensive analysis and application to real-world scenarios/cases.

4. Differentiate complex leadership concepts, terms, theories, and styles, demonstrating a deep understanding of their interrelationships and applications.

5. Enhance personal leadership philosophies and practices by integrating advanced theoretical perspectives and empirical research findings.

FOR SPEA-L 377 PROFILES OF LEARNING FOR UNDERGRADUATE SUCCESS 

IU Indianapolis prepares all students to communicate, innovate, and engage local and global communities to solve the problems of the 21st century. The skills needed to do this work are grouped into the four learning profiles set out below. IU Indianapolis students have multiple opportunities to learn and enhance their abilities in each profile.

Communicator

An IU Indianapolis communicator can evaluate information, listen actively, build relationships and convey ideas effectively. IU Indianapolis students learn to convey ideas effectively and ethically in oral, written, and visual forms across public, private, interpersonal, and team settings, using face-to-face and mediated channels. Communicators are mindful of themselves and others, listen, observe, and read thoughtfully, ask questions, evaluate information critically, create messages that demonstrate awareness of diverse audiences, and collaborate with others and across cultures to build relationships. 

The communicator:

• Evaluates information
• Listens actively
• Builds relationships
• Conveys ideas effectively

Problem-Solver 

An IU Indianapolis problem solver thinks critically, collaborates, analyzes, synthesizes and evaluates information and perseveres in the face of challenge. IU Indianapolis students work individually and with others to collect, analyze, evaluate, and synthesize information to implement innovative solutions to challenging local and global problems.

The problem solver:

• Thinks critically
• Collaborates
• Analyzes, synthesizes, and evaluates
• Perseveres

Innovator 

An IU Indianapolis innovator investigates, creates and designs, confronts challenges and makes decisions. IU Indianapolis students learn to build on experiences and disciplinary expertise to approach new situations and circumstances in original ways, are willing to take risks with ideas, and pose solutions. They learn to create a plan to achieve their goals and carry out that plan to its completion. Innovators use their knowledge and skills to address complex problems. 

The innovator:

• Investigates
• Creates/designs
• Confronts challenges
• Makes decisions

Community Contributor

Community contributors are active and valued on the campus and in communities locally and globally. They are personally responsible, self-aware, civically engaged, and look outward to understand the needs of society and their environment. They are socially responsible, ethically oriented, and actively engaged in the work of building strong and inclusive communities, both local and global.

The community contributor:

• Builds community
• Respectfully engages their own and other cultures
• Behaves ethically
• Anticipates consequences

IU INDIANAPOLIS POLICIES AND CODES

Students are expected to adhere to all campus-wide policies governing the conduct of courses at IU Indianapolis, including maintaining academic and professional honesty and integrity, being responsible for their behavior, respecting the rights and dignity of others both within and outside of the university community, and others. These policies can be found at http://studentcode.iu.edu/about/index.html.

We will review policies on plagiarism, professionalism, and civility during our first class meeting.

INSTRUCTOR’S CLASSROOM POLICIES

Behavior in the classroom

Everyone deserves to be treated with dignity and respect. Within this classroom, civility requires mutual respect for all class members and instructor(s) and their knowledge and expertise. All members of this class (instructor and students) are responsible for and expected to promote respectful and courteous language, demeanor, and actions. Behavior (including written content added to Discussions or Assignments) that is offensive, disruptive, intimidating, dismissive, or condescending will not be tolerated from either the instructor or the student. Please carefully review your comments before posting Discussion assignments or replies to peers. 

Class attendance & participation

This course meets in-person each week except official campus holidays/breaks. Meetings are only 75
minutes each week. It is important to engage with your classmates and instructor. Attendance is taken and is part of our grade.

Due dates and late work

This course includes a very generous gradebook policy that drops several class participation, self-assessment/reflection, and quiz scores. For this reason, students are expected to submit all assignments on-time.

Communication

Please use the Canvas Inbox messages tool as your primary way to communicate with me if you have questions about this course. Please know that if there is an emergency, I try to respond almost in real time. However, for regular requests, you can expect me to respond within 24-48 hours.

Technology use

Our online meetings are highly interactive. Please join from a computer or laptop that permits you to share
documents and make use of a webcam/microphone. If you are new to IU Indianapolis, please prepare for this and other courses using the excellent University Information Technology Services (UITS) Student Guide located at https://uits.iu.edu/getting-started/student-guide/index.html

This resource will help you connect to campus Wi-Fi, troubleshoot computer or email issues, or simply contact the 24/7 Tech Support staff. You will also find tech deals, Canvas support, and free IT Training.

 Artificial Intelligence/ChatGPT

Allowing the use of Generative AI

You may utilize AI language models, including ChatGPT, as a resource to support the completion of homework and other assignments in this class. AI language models are powerful tools developed to generate text based on the input provided. It can provide suggestions, offer alternative phrasing, and help brainstorm ideas for your written work.

While the AI language models can help refine your writing, it is important to remember that it is an AI system and not a substitute for your critical thinking, analysis, and creativity. These tools supplement your writing process and should not be the sole source of your work. Ultimately, you are responsible for the content and quality of your written assignment. You should critically evaluate ChatGPT outputs for accuracy, potential bias, relevance, and style.

When utilizing AI language models, it is essential to ensure that your writing remains original and properly attributed, including citing outputs or text generated by ChatGPT. Please see the How to cite ChatGPT in the APA Style resource. Submissions that are not properly cited or that appear to make extensive use of generated language will receive a lower grade.

 

ASSESSMENT AND GRADING

Grading scale

 

Grade	Letter Grade	Grade	Letter Grade	Grade	Letter Grade
97-100	A+	93-96.9	A	90-92.9	A-
87-89.9	B+	83-86.9	B	80-82.9	B-
77-79.9	C+	73-76.9	C	70-72.9	C-
67-69.9	D+	63-66.9	D	60-62.9	D-
				0-59.9	F

 

Summary of Grade Distribution

Graded Component (points per assignment)	Quantity	Maximum Points
Meeting Participation & Engagement	10	200
Chapter Quizzes (16 quizzes, lowest 6 grades dropped) (L-377)	10	200
Leadership Theory Application Briefs (L-532)	4	100
Personal Learning Reflections w/self-assessments (11 with lowest 1 dropped)	10	200
Canvas Reading Discussions (Select 10)	10	100
Leadership Development e-Portfolio (L-377) / LinkedIn Portfolio (L-532)	6	200
Final Exam (L-377)	1	100
Final Project (L-532)	1	200
Total		1000 points

Course components 

Meeting Participation and Engagement

This course meets in-person once per week. Students are expected to arrive on-time to the Zoom room and be prepared to discuss topics as indicated in each Module. Some meetings require pre-work; see Module Overviews for additional information (20 points per session/200 points total).

Chapter Quizzes L-377 Only
This course includes16 chapter quizzes (20 multiple-choice, T/F questions) designed to assess student learning from the assigned readings. You will have access to all quizzes from the start of the semester, but you can only take each quiz once. The Canvas gradebook will drop the six lowest scores. (20 points per Quiz/200 points total)

Leadership Theory Application Briefs L-532 Only

These briefs replace the chapter quizzes assigned to undergraduate students and are designed to help you apply leadership theories to contemporary organizational, community, nonprofit, governmental, or professional settings.

Rather than demonstrating knowledge through objective quizzes, you will demonstrate graduate-level mastery by analyzing real-world leadership challenges through the lens of leadership theory. You will complete 4 briefs worth 25 points each (100 points total)

Personal Learning Reflections (PLRs include end-of-chapter questionnaires/assessments)
After reading each chapter, students will take a questionnaire or complete an assessment to increase their self-awareness in relation to the leadership attributes, theories, or other concepts presented. Some questionnaires may require gathering data from friends, family, or other contacts. You will record your individual scores or results from the assessment. Then you will apply critical thinking and metacognitive reflection to consider how your results improved or deepened self-awareness in relation to each leadership aspects. PLRs will help you in documenting your current leadership skills, behaviors, and characteristics (Leadership Profile) and in setting concrete leadership development goals to include in your Leadership Development ePortfolio. (20 points per Questionnaires/Reflections – 200 points total)

Canvas Reading Discussions
Each Module will include one Discussion to help you apply knowledge gained from the chapter readings.
Discussion writing prompts and quick learning activities embedded in each Discussion will vary from week-to-week and include reflection on leadership styles/scenarios, AI Generated Servant Leadership, Leadership in Action Sightings, and more. Plan to spend approximately 60-75 minutes on Module Discussions. These assignments replace the 75 minutes each week that we do not meet (Hybrid WEB course format). (10 points per Discussion/100 points total)

Leadership Development ePortfolio / LinkedIn Portfolio
Each assignment and activity in this course will help you build an electronic Leadership Development Portfolio (ePortfolio). You will learn how to create, edit, and publish a portfolio and create the following sections during SPEA-L 377. Learn more about ePortfolios prior to class at https://eportfolio.indianapolis.iu.edu/index.html. This will also include your AI leadership assignment (6 submissions including Peer Reviews/200 points). For L-532 students, you will be doing something similar, but on LinkedIn.

Final Exam L-377 Only
This course includes a multiple-choice final exam delivered during IU Indianapolis final exam week using the Canvas Quizzes tool. You will have 2 hours to complete the online final exam. Students who need
accommodations should contact AES as early in the semester as possible via phone at (317) 274-3241 or email at aes@iu.edu. (100 points)

Final Project L-532 Only

In lieu of chapter quizzes and a final exam, students in L-532 will build upon a final project (7-10 page paper) focused on the application of leadership theory from the course in your everyday and future life. (200 points)

 All assignments and activities in this course are graded using Rubrics located in our Canvas site.

Rubric for Assessing Student Attendance/Participation (10 points)

Criteria	Meets or Exceeds Expectations	Approaching Expectations	Opportunities for Improvement
Attendance/ Professionalism ·    Arrives on-time ready to begin ·    Attends full mtg ·    Professional communication & civility (speaking/listening/behaviors)	10 points	8 points	7-0 points
Preparation/ Contributions ·    Evidence of completing pre-class assignments/reading ·    Responds to all instructor prompts or questions using audio/webcam or in Chat tool as alternative ·    Engages in-class activities/breakouts	10 points	8 points	7-0 points

 

 Rubric for Assessing Module Personal Learning Reflections (20 points)

Graded Criteria: Canvas Assignments will provide further details for each criterion listed below.	Meets or Exceeds Expectations	Approaching Expectations	Opportunities for Improvement	Criterion not included/no submission
Time/Assignment Management ·    On-time submission: 1pt ·    Applies college writing conventions: 4pts	5 points	4 points	3-1 points	0 points
Self-assessment ·    Includes scores or results for each questionnaire or assessment tool (1-2 for each Module): 5 points	5 points	4 points	3-1 points	0 points
Reflexive Writing Practice ·          Responds to all writing prompts, concisely and thoroughly, expressing what was learned, acknowledging limitations or gaps, and identifying opportunities for future growth and development: 4 pts ·          Evidence of awareness regarding personal learning process including new or deepening of knowledge of personal attributes thorough self-appraisal: 3 pts ·          Uses specific terms, ideas, and concepts from readings, in-class discussions, or other activities to support and strengthen reflexive practice: 3 pts	10 points	8 points	7-1 points	0 points

 

COURSE SCHEDULE

 

Fall 2026 Schedule Meeting Dates	Topics/Reading Requirements	Assignments
Orientation | Monday, August 24, 2026 6:00-7:15 p.m.	Welcome, Syllabus, Introduction Discussions; Create Teams	Meet the Class Discussion; Syllabus Acknowledgement
Module 1 | Monday, August 31, 2026 6:00-7:15 p.m.	Chapter 1 - Understanding Leadership	M1 Discussion, Personal Learning Reflection (w/ questionnaire scores), Ch.1 Quiz
Module 2 | Monday, September 7, 2026 Labor Day (no Class)	Chapters 2 & 3 - Trait & Skills Approaches	M2 Discussion, Ch. 2&3 Quizzes, Personal Learning Reflection (w/LTQ & Skills scores)
Module 3 | Monday, September 14, 2026 6:00-7:15 p.m.	Chapters 4 & 5 - Behavioral & Situational Approaches	M3 Discussion, Ch. 4&5 Quizzes, Personal Learning Reflection (w/ questionnaire scores)
Module 4 | Monday, September 21, 2026 6:00-7:15 p.m.	Chapters 6 & 7 - Path-Goal/LMX Theories	M4 Discussion, Personal Learning Reflection (w/ questionnaire scores), Ch. 6&7 Quizzes
Module 5 | Monday, September 28, 2026 6:00-7:15 p.m.	Chapters 8 & 9 - Transformational & Authentic Leadership	M5 Discussion, Personal Learning Reflection (w/inventory/questionnaire scores), Ch. 8&9 Quizzes
Module 6 | Monday, October 5, 2026      6:00-7:15 p.m.	ePortfolio Studio Guest will lead you through using the new ePortfolio Google at IU Template create, name, and edit the ePortfolio Google Site (About Me and Home page site navigation) for Check 1.
Module 7 | Monday, October 26, 2025 6:00-7:15 p.m.	Chapter 10 - Servant Leadership	M7 Discussion, Personal Learning Reflection (w/ questionnaire scores), Ch.10 Quiz, ePortfolio Check 1 (w/first peer review) is Due on 10/12.
Module 8 | Monday, November 2, 2026 6:00-7:15 p.m.	Chapters 11 & 12 - Adaptive & Inclusive Leadership	M8 Discussion, Ch.11&12 Quizzes, Personal Learning Reflection (w/ questionnaire scores)
Module 9 | Monday, November 9, 2026 6:00-7:15 p.m.	Chapter 13 - Followership	M9 Discussion, Ch. 13 Quiz, Personal Learning Reflection (w/questionnaire score), AI Assisted Aspirational Leader Activity
Module 10 | Monday, November 16, 2026 6:00-7:15 p.m.	Chapter 14 - Gender and Leadership	M10 Discussion, Ch. 14 Quiz, Personal Learning Reflection (w/questionnaire score), ePortfolio Check 2 (w/ peer review) is Due 11/16 .
Module 11 | Monday, November 23, 2026 6:00-7:15 p.m.	Chapter 15 - Leadership Ethics	M11 Discussion, Ch. 15 Quiz, Personal Learning Reflection (w/questionnaire score), ePortfolio (Check 3) is Due 12/3.
Module 12 | Monday, November 30, 2025 6:00-7:15 p.m.	Chapter 16 - Team Leadership	M12 Discussion, Ch. 16 Quiz, Personal Learning Reflection (w/questionnaire score), ePortfolio (Check 4) & Formal/graded Peer Review (1) is Due 12/7.
Wrap-up | Monday, December 7, 2026  6:00-7:15 p.m.	Breakout Rooms for 1:1 Peer Reviews & Prepare for Final Exam	Leadership Portfolio - Final Draft is Due 12/12.
December 14 – December 18, 2026	Take Online Final Exam – Due no later than end-of-day on 012/18/2026.

ADDITIONAL INFORMATION

Administrative Withdrawal

A basic requirement of this course is you will participate in class and conscientiously complete writing and reading assignments. If you miss more than half the class meetings within the first 25% of the semester without contacting me, you may be administratively withdrawn from this course. This class meets once each week with additional online activities; thus if you miss more than four class meetings or online activities in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me. You can also find additional information reading the administrative withdrawal policy at: http://registrar.IUI.edu/withdrawal-policy.html

Copyright

Materials in this course, including lectures, notes, handouts, exams, and similar materials created by the instructor, are protected by U.S. copyright law. Materials are used in an educational context for personal use and should not be reproduced, distributed, or sold in print or digitally outside the course without permission. Students who are involved in unauthorized distribution of copyrighted material may be in violation of the Code of Student Rights, Responsibilities, & Conduct. 

Accessible Educational Services (AES)

AES is the IU Indianapolis office dedicated to working with students with documented disabilities to ensure that these students receive the appropriate accommodations so they have an equal opportunity to be successful at higher education. The AES Office is located in Joseph T. Taylor Hall, Room 100, and can be contacted by phone at (317) 274-3241 or email at aes@iu.edu. For more information, visit the Accessible Educational Services website.

Intellectual Diversity

This course includes assigned readings and other materials that address broadly accepted concepts, theories, principles, and methods central to the topics examined in this course.  These materials provide a foundation of knowledge that is necessary to both understanding and further study of the course topics.  With this foundational knowledge, students will be better prepared to evaluate new, complex, and emerging questions in the field.  As knowledge evolves, new ideas come forward for consideration.   A student who identifies materials that they believe are relevant and will enhance understanding of course topics is invited to email the work to the instructor for consideration of inclusion in the course discussion.